Elise Bartz

Social Studies Unit Plan

Monday - Day 1

Name Of Lesson Colonization and Conflict: Life In The Virginia Colony

Content Standards VS.4 The student will demonstrate an understanding of life in the
Virginia colony by
e) describing everyday life in colonial Virginia.

Science
Living Systems
4.5 The student will investigate and understand how plants and
animals, including
humans, in an ecosystem interact with one another and with the
nonliving
components in the ecosystem. Key concepts include
b) organization of populations, communities, and ecosystems and
how they
interrelate;
f) influences of human activity on ecosystems.

Math
4.7 The student will
a) estimate and measure length, and describe the result in both
metric and U.S. Customary
units; and

Specific Content The focus today will be on understanding life in the Virginia colony
and how people lived during this time. Science and math sols will
be incorporated when students design their own settlements.

How will this Ask the students what jobs they have at home. Discuss their jobs
activity/content be made and those of their parents and other family members. Ask the
relevant to students students how these jobs might be different from those in colonial
Virginia.
My Background I learned about this topic during my public school education and at
Knowledge: Emory. I also will use the curriculum framework on this sol to be
sure I am hitting all the important parts.

My beliefs about how to I believe this unit will be taught in small segments and will
teach this material vs incorporate as many activities and hands-on learning experiences
other methods as possible. We will learn about colonial life first and build from
there.

Safety concerns During activities I will be sure to go over rules explicitly to be sure
everyone is happy and safe.

Materials needed Introduction notes and Video

Poster board
Sheet explaining activity
Rulers
Calculators
Cards that have tools and food on them
Crayons and Markers

KWL (what do you think K: I think students will have a basic understanding of Jamestown
students will know and and how our nation began.
what they will want to
know): W: Students will want to know what life was like in the colony and
discuss the hardships that the people faced.

Activity description (this Introduction/discussion on the first colony.

is a step by step
description of what you Ask the students what jobs they have at home. Discuss their jobs
will be doing in this and those of their parents and other family members. Ask the
lesson, describe in detail students how these jobs might be different from those in colonial
all activities, any data Virginia. Compare life today to colonial times.
collection that may
occur, journal activities, Video: https://www.youtube.com/watch?v=KLuYPsw2tPI&t=64s
other subject integration, Write notes during video - I want each student write down at least
readings, multi-media one fact and we will discuss and write facts on the board after the
usage, …..) video.
KWL:

K: students will have an understanding about life in the colony.

W: Students will want to no more about life in the colony and can
create their own colony.

L: Students will learn about life in the colony and learn about
environmental factors and how much space it took to build a
colony.

Creating your own settlement - Activity

Break into groups of four.

Introduce activity and provide an example for what each group will
be creating.

Using graph paper - Each group would come up with their plans for
their own colony. (Their flag, map, housing, food, supplies, etc)

Math activity - measurement. Draw how big your colony would be,
measure how much space you would need for each building. How
many people can fit in each building? Are there big or small
houses?

How much room would you need? Have students determine how
much space a person needs.

Science: Environmental factors: What is the land like? What will

you be able to eat? What can you grow for food? Students can
use chromebooks for this and I will assist with this research.

After they have created their plans, they will present their new
settlements to the class and give their reasoning for their plans.
Pass out this sheet for activity: Activity Instructions:

Pick a region in Virginia to make a colony

Name your colony and create a flag design
Use graph paper to sketch your colony. (See my example)
Measure with a ruler how much space is needed for each building.

What your colony has to have:

Housing for 25 people

Main Kitchen
Church
Storage building
A fence around settlement
 Garden
Fire
One entrance and one exit

Use these questions as a guide:

How much space will each person need?

How many people to a house?

What can you grow in the garden? What will you eat? Research
environmental factors.

What kind of animals are in the area? What is the land like?

Be sure to measure your buildings and use the blocks on the graph
paper as a guide.

Present your findings to the class and share your reasoning behind
your choices.

https://docs.google.com/document/d/1IK5nEJgTY0mNJQesCrnlmk
PQ1JcDC5VKxDiwcvqrywU/edit

Differentiation: I will provide guided notes to those who need the extra support. I
will also provide assistance with chromebooks and research.

Reflection activities: Have students write a journal entry comparing life in colonial
Virginia to life in Virginia today. Have them talk about their plan
they made in their journal.

Assessment I will use their journal entry to assess their understanding of the
topic introduced.
Lesson Improvement
Activities

Writing
Monday - Day 1

Name Of Lesson Writing A Personal Narrative

Content Standards Writing

4.7 The student will write cohesively for a
variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have
different patterns of organization.
f) Write a clear topic sentence focusing on the
main idea.
g) Write two or more related paragraphs on
the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word
choice and sentence variation.
j) Revise writing for clarity of content using
specific vocabulary and information.
k) Include supporting details that elaborate
the main idea.

Specific Content Students are going to write a personal

narrative relating to life in the Virginia Colony.
We will start with Phases 1 of the BEW
writing process.
How will this activity/content be made
relevant to students
This writing prompt will connect to what
students are doing in social studies. We will
first discuss daily life today. Talk about how
we get food, what we eat, where we live, etc.
Lead into a discussion about how hard life in
the colony was. They had to grow their own
food, hunt, build their houses from resources
found on the land. Each student will write
from a perspective of a person from colonial
Virginia and use their social studies
knowledge to write the essay.

My Background Knowledge: I have studied this writing process during this

class and feel that I have a deep
understanding of how writing should be
taught.

My beliefs about how to teach this material vs The routine is key! I believe this routine will
other methods work for all beginning writers. Modeling is
also essential. I will model everything we do
for the writing process.

Safety concerns NA

Materials needed Wheel of Thought Print Out

Video on Life in the Colony
Access to books and pictures on what life
was like.
Clothes and tools used during this time

KWL (what do you think students will know K: I think students will be familiar with the
and what they will want to know): idea of writing a personal narrative.

W: Students will enjoy getting to write from a

different perspective and can use their history
knowledge to help them in their writing.
Activity description (this is a step by step
description of what you will be doing in this
lesson, describe in detail all activities, any
data collection that may occur, journal
activities, other subject integration, readings,
multi-media usage, …..)
Differentiation:
Reflection activities:
1. Review Vocabulary Phase 1: Genre,
Audience, Characters, Theme, Topic,
Illustration, blueprint, rough draft,
editing, final copy, publishing, student
portfolio.
2. Phase 2: Prewriting
a. Step 1: Multisensory
Experience: Video On Life in
the Colony, look at pictures
and people during this time,
have someone bring in
clothing and tools, also
possibly make a colonial food.
Butter in a jar and biscuits.
b. Step 2: 1st Wheel Of Thought:
Life in the Virginia Colony. I
will model for the whole class
and the topic will be roles that
people had in the colony. 2nd
wheel: In their wheel students
will choose a specific person
and job that they had to write
on. That wheel will have their
person in the center and then
characters and jobs that
person would have in the
colony.
Some students may need extra support
during the wheel of thought and I can model
and provide more examples to help with this.
I will also model the next day and meet with
students who need that extra support to help
get them started. For vocabulary review I will
model using the words in a sentence and
have students write create and write out their
sentences with the words.
I will lead a discussion towards the end of
class to reflect on the information presented. I
will also ask and answer any questions that
students may have.
Assessment I will assess students on their wheel of
thought and be sure that each student is
coming up with a topic and expanding on that
topic.

Lesson Improvement Activities

Social Studies
Tuesday - Day 2

Name Of Lesson Colonization and Conflict: Life In The Virginia

Colony

Content Standards VS.4 The student will demonstrate an

understanding of life in the Virginia colony by
a) explaining the importance of agriculture
and its influence on the institution of slavery;
d) describing how money, barter, and credit
were used

Specific Content We will review what we learned yesterday

about the Virginia colony. The main focus of
the lesson will be on the importance of
agriculture in the colony and we will do a
science activity to help with this. We will also
talk about money in the colonies and do a
math activity that relates.

How will this activity/content be made I will incorporate activities having to do with
relevant to students math and science to make the learning hands
on. I will also lead a discussion on these
topics.
My Background Knowledge:
My beliefs about how to teach this material vs
other methods
Safety concerns
Materials needed
KWL (what do you think students will know
and what they will want to know):
Activity description (this is a step by step
description of what you will be doing in this
lesson, describe in detail all activities, any
data collection that may occur, journal
activities, other subject integration, readings,
multi-media usage, …..)
I have learned a lot through my education
classes about planning lessons that
incorporate multiple subjects. I feel very
comfortable teaching using this method and I
am excited to create hands-on learning
experiences for my students.
I believe in a hands-on learning approach and
feel that all subjects can be taught in one
lesson if done correctly. Learning occurs
when the lessons are relevant and
meaningful to students. Make it creative and
challenge kids!
Go over rules explicitly before doing and
activities. Let students know what is expected
of them during the lesson.
Presentation and guided notes on agriculture
and trade in the colony
Game for bartering activity - print out cards
and rules
K: Students will know about life in the colony
and have an understanding of how people
lived.
W: students will want to know more details
about their lives and will get to learn more
about money and trade in the colony.
Lesson on Agriculture and Slavery:
Powerpoint to introduce lesson:
https://www.lcps.org/cms/lib4/VA01000195/C
entricity/Domain/5713/10%20-
%20Life%20in%20the%20Virginia%20Colony
.pdf
Terms To Know:
cash crop: A crop that is grown to sell for
money rather than for use by the growers
The economy of the Virginia colony depended
 on agriculture as the primary source of
wealth.
Tobacco became the most profitable
agricultural product because it was sold in
England as a cash crop.
The successful cultivation of tobacco
depended on a steady and inexpensive
source of labor. For this reason, African men,
women, and children were brought to the
Virginia colony and enslaved to work on the
plantations. The Virginia colony
became dependent on slave labor, and this
dependence lasted a long time.

After the lesson, I will ask students questions

and give students time to discuss what was
taught in small groups.

Students can come up with facts and write

them on the board for the class.

Bartering Game: Instructions here:

https://cf.ltkcdn.net/kids/files/882-Bartering-
Game.pdf

I will read directions and model before we

start. Students will play game to help with
understanding the idea of bartering in the
colony.

Differentiation: I will provide guided notes and directions as

well as use this game as a fun way to teach
this material.

Reflection activities: I will lead a discussion about the lesson. I will

ask students how they felt playing the game.
Could you imagine having to live life like the
colonists? What if you had to make big
choices and trade items you may need.
Assessment We will have an exit ticket with questions
about bartering and I will assess their
answers to see if they understood the lesson.

Lesson Improvement Activities

Writing
Tuesday - Day 2

Name Of Lesson Personal Narrative

Content Standards Writing

4.7 The student will write cohesively for a
variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have
different patterns of organization.
f) Write a clear topic sentence focusing on the
main idea.
g) Write two or more related paragraphs on
the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word
choice and sentence variation.
j) Revise writing for clarity of content using
specific vocabulary and information.
k) Include supporting details that elaborate
the main idea.
Specific Content
How will this activity/content be made
relevant to students
My Background Knowledge:
My beliefs about how to teach this material vs
other methods
Safety concerns
Materials needed
KWL (what do you think students will know
and what they will want to know):
Activity description (this is a step by step
description of what you will be doing in this
lesson, describe in detail all activities, any
data collection that may occur, journal
activities, other subject integration, readings,
multi-media usage, …..)
Review Vocabulary and focus on a prewriting
activity: Genre Format and Voice and
Blueprint Note Taking
This writing prompt will connect to what
students are doing in social studies. Each
student will write from a perspective of a
person from colonial Virginia and use their
social studies knowledge to write the essay.
I have studied this writing process during this
class and feel that I have a deep
understanding of how writing should be
taught.
The routine is key! I believe this routine will
work for all beginning writers. Modeling is
also essential. I will model everything we do
for the writing process.
NA
Blueprint For Personal Narrative Graphic
Organizer
K: Students will know about life in the colony
and will be familiar with the vocabulary used
from the previous lesson.
W: Students will want to know more about the
person they chose and how to write from
using a different perspective.
Step 3: Genre and Format. Today our focus
will be on Genre and format. *Holding up the
blueprint, I will ask the questions as Professor
Wright does in the BEW process. I will model
how to use character sketch notes and then
let students describe the character they are
writing about in their notes. (table 6.4)
 Step 4: Blueprint Note taking: after we have
gone through the Genre and format I will
model how to use blueprint notes. I will follow
Professor Wright’s lesson and have the
students fill out their blueprint notes in steps.
Model Introduction - students will take notes
for introduction
Model Body Paragraphs - have students write
notes in the three boxes.
Model Conclusion - have students write notes
on conclusion.

Differentiation: I will guide ELL students through the notes in

a small group and give them extra time to
complete the assignment.

Reflection activities: At the end of the lesson I will have students

describe the character they are writing about.
(Let them give details) I will also let them
share with partners their blueprint notes and
ideas that they will write about.

Assessment I will look at their blueprint notes to check for

understanding. I will also observe how
engaged students are and if they seem to be
following the steps correctly.

Lesson Improvement Activities

Social Studies
Wednesday - Day 3

Name Of Lesson Colonization and Conflict: Life In The Virginia

Colony
Content Standards VS.4 The student will demonstrate an
understanding of life in the Virginia colony by
b) describing how the culture of colonial
Virginia reflected the origins of American
Indians, European (English, Scots-Irish,
German) immigrants, and Africans;

Specific Content Culture of Colonial Virginia and where each

group settled. - Study the architecture and
characteristics of the culture in Virginia.

How will this activity/content be made
relevant to students
Have an opening discussion about families
and traditions that students may have. Let
them share this. Ask students where their
parents are from and lead into a discussion
about culture in the colony.

My Background Knowledge: I learned about this topic during my public

school education and at Emory. I also will use
the curriculum framework on this sol to be
sure I am hitting all the important parts.

My beliefs about how to teach this material vs
other methods
I believe this unit will be taught in small
segments and will incorporate as many
activities and hands-on learning experiences
as possible. We will learn about colony life
first and build from there.

Safety concerns During activities I will be sure to go over rules

explicitly to be sure everyone is happy and
safe.

Materials needed Video on Culture in the colony

Chromebooks for research and notes on the
architecture in Virginia.
KWL (what do you think students will know
and what they will want to know):
Activity description (this is a step by step
description of what you will be doing in this
lesson, describe in detail all activities, any
data collection that may occur, journal
activities, other subject integration, readings,
multi-media usage, …..)
Differentiation:
K: Students will have a basic understanding
of life in the colony and will be able to discuss
traditions their families have.
W: students will want to know about the
culture in colonial Virginia and the rich history
behind the groups that came here.
Show video on the culture of Virginia.
Talk about the architecture - have students
work in groups and draw a type of building
that could be found in colonial virginia.
(Provide a list for groups) - Provide notes for
this. Notes will have characteristics of the
groups and what architecture came from
certain groups.
For an activity, students can build different
types of structures using resources in the
classroom. (Popsicle sticks, paper, blocks,
etc.)
Use a map of virginia and have students
review the regions and identify where each
group was located.
Guided Notes on each group will be provided.
(American Indians, European (English,
Scots-Irish, German) immigrants, and
Africans;)
Listen to music during this time period. -
Make a snack related to the time period.
(Butter in a jar with biscuits) - shows how
hard life was to even have butter. We take a
lot for granted!
Also, do a foldable on the regions to help with
understanding
Guided notes will be provided to help
students who need extra support. I will also
read facts and read aloud some of the
information to help with understanding.
Videos will also be used for this lesson.
Reflection activities: Go over the notes and foldable at the end of
class. I will provide a matching game to check
for understanding. (Students will have to
match a building to a region.)

Assessment I will look over the exit slip and observe

during the lesson to make sure all students
have an understanding of the topic.

Lesson Improvement Activities

Writing
Wednesday - Day 3
Name Of Lesson Colonization and Conflict: Life In The Virginia
Colony

Content Standards Writing

4.7 The student will write cohesively for a
variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have
different patterns of organization.
f) Write a clear topic sentence focusing on the
main idea.
g) Write two or more related paragraphs on
the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word
choice and sentence variation.
j) Revise writing for clarity of content using
specific vocabulary and information.
k) Include supporting details that elaborate
the main idea.

Specific Content Finish Up Prewriting: Talking Paragraphs and

begin writing the draft.

How will this activity/content be made
relevant to students
This writing prompt will connect to what
students are doing in social studies. Each
student will write from a perspective of a
person from colonial Virginia and use their
social studies knowledge to write the essay.

My Background Knowledge: I have studied this writing process during this

class and feel that I have a deep
understanding of how writing should be
taught.

My beliefs about how to teach this material vs The routine is key! I believe this routine will
other methods work for all beginning writers. Modeling is
also essential. I will model everything we do
for the writing process.
Safety concerns
Materials needed
KWL (what do you think students will know
and what they will want to know):
Activity description (this is a step by step
description of what you will be doing in this
lesson, describe in detail all activities, any
data collection that may occur, journal
activities, other subject integration, readings,
multi-media usage, …..)
Differentiation:
Reflection activities:
Assessment
Lesson Improvement Activities
Social Studies
NA
Students will need to have all their notes and
papers to write their draft located in their
folders.
K: Students will have their notes and can
begin writing.
W: Students will want to know how to begin
writing their papers and will need instruction
on using their notes and turning them into a
paper.
Prewriting: Talking Paragraphs: Use your
blueprint notes to tell your story. I will model
my story first and students will get into pairs
and take turns reading their notes to one
another.
Phase 3: Writing
1. Writing the Draft: Model - use notes to
form your story. Have students do the
same.
Be sure to provide all materials from the
prewriting activities to ELL students. Display
the web of words and vocabulary to add that
extra support.
Students will read over their drafts and can
add more to their drafts if needed.
I will read drafts and provide guidance to
students who need some direction regarding
their paper.
Thursday - Day 4

Name Of Lesson Colonization and Conflict: Life In The Virginia

Colony

Content Standards VS.4 The student will demonstrate an

understanding of life in the Virginia colony by
c) explaining the reasons for the relocation of
Virginia’s capital from Jamestown to
Williamsburg;

Specific Content Learning about the reasons the capital

moved. (Jamestown to Williamsburg)

How will this activity/content be made
relevant to students
I will ask if students have ever moved before.
Discuss why they may have moved. (Jobs,
family, etc.) Have this lead into a discussion
about why the capitol was moved. (Similar to
what they may have moved.)

My Background Knowledge: I learned about this topic during my public

school education and at Emory. I also will use
the curriculum framework on this sol to be
sure I am hitting all the important parts.

My beliefs about how to teach this material vs
other methods
I believe this unit will be taught in small
segments and will incorporate as many
activities and hands-on learning experiences
as possible. We will learn about colony life
first and build from there.

Safety concerns During activities I will be sure to go over rules

explicitly to be sure everyone is happy and
safe.
Materials needed
KWL (what do you think students will know
and what they will want to know):
Activity description (this is a step by step
description of what you will be doing in this
lesson, describe in detail all activities, any
data collection that may occur, journal
activities, other subject integration, readings,
multi-media usage, …..)
Differentiation:
Paper and Scissors
Notes for the foldable
K: Students will have learned a lot about the
colony and will have a good grasp on the
topic.
W: Students will want to learn factors on why
the capital moved. What were the reasons?
Create a foldable with notes on why the
capital was moved.
Have students get into pairs and discuss and
have them quiz one another using the
foldable.
https://vastudies.pwnet.org/pdf/pdf/VS4c_Mov
ing_Capital.pdf
Reasons why the capital was moved from
Jamestown to Williamsburg:
Drinking water in Jamestown was
contaminated by seepage of salt water.
Unhealthy living conditions in Jamestown
caused diseases.
Fire destroyed wooden and brick buildings at
Jamestown.
Williamsburg was an established town.
I will provide notes and extra support when
we create the foldable. I will also use pictures
to demonstrate the movement of the capital.
Reflection activities: Students will get into partners and share their
foldables with one another. I will model how
to do this to be sure they are understanding
the material.

Assessment I will ask questions at the end of the lesson

and have students help me create a list on
the board of why the capital was moved.

Lesson Improvement Activities

Writing
Thursday - Day 4

Name Of Lesson Colonization and Conflict: Life In The Virginia

Colony

Content Standards Writing

4.7 The student will write cohesively for a
variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have
different patterns of organization.
f) Write a clear topic sentence focusing on the
main idea.
g) Write two or more related paragraphs on
the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word
choice and sentence variation.
j) Revise writing for clarity of content using
specific vocabulary and information.
k) Include supporting details that elaborate
 the main idea.

Specific Content Editing and Writing the Final Copy

How will this activity/content be made
relevant to students
This writing prompt will connect to what
students are doing in social studies. Each
student will write from a perspective of a
person from colonial Virginia and use their
social studies knowledge to write the essay.

My Background Knowledge: I have studied this writing process during this

class and feel that I have a deep
understanding of how writing should be
taught.

My beliefs about how to teach this material vs The routine is key! I believe this routine will
other methods work for all beginning writers. Modeling is
also essential. I will model everything we do
for the writing process.

Safety concerns NA

Materials needed Editing Rubric

Demonstrate peer editing with another
teacher
KWL (what do you think students will know
and what they will want to know):
Activity description (this is a step by step
description of what you will be doing in this
lesson, describe in detail all activities, any
data collection that may occur, journal
activities, other subject integration, readings,
multi-media usage, …..)
Differentiation:
Reflection activities:
Assessment
Lesson Improvement Activities
Editing Rubric:
K: The students will have written their drafts
and will have an understanding of what
corrections need to be made.
W: The students will want to know what
corrections need to be made to their papers
and how they can improve their personal
narratives.
Phase 4: Editing: I will go over the editing
process and rubric with students using the
routine in the book. I will also model how to
edit with peers and ask a teacher to come in
and demonstrate the process with me. After
that, students will edit with their peers and I
will also read through the papers to see who
needs that extra support.
Editing Rubric:
Writing the final copy: Students will then
move to the writing phase and begin to write
their final copy. Students will also create their
titles during this time.
The editing process will be modeled explicitly
and will give students that extra support. I will
also meet with students individually to go over
writing the final copy.
If time, Students will discuss and share their
final copy with one another.
I will read over students essays and use their
final essay for a grade.
Social Studies
Friday - Day 5

Name Of Lesson Colonization and Conflict: Life In The Virginia

Colony

Content Standards VS.4 The student will demonstrate an

understanding of life in the Virginia colony by
a) explaining the importance of agriculture
and its influence on the institution of slavery;
b) describing how the culture of colonial
Virginia reflected the origins of American
Indians, European (English, Scots-Irish,
German) immigrants, and Africans;
c) explaining the reasons for the relocation of
Virginia’s capital from Jamestown to
Williamsburg;
d) describing how money, barter, and credit
were used; and
e) describing everyday life in colonial Virginia.

Specific Content Review all material - Use games for the

review.
How will this activity/content be made
relevant to students
My Background Knowledge:
My beliefs about how to teach this material vs
other methods
Safety concerns
Materials needed
KWL (what do you think students will know
and what they will want to know):
Activity description (this is a step by step
description of what you will be doing in this
lesson, describe in detail all activities, any
data collection that may occur, journal
activities, other subject integration, readings,
multi-media usage, …..)
I will start class with a discussion of how life
in the colony is different from life today. I will
make a list on the board of the differences.
I learned about this topic during my public
school education and at Emory. I also will use
the curriculum framework on this sol to be
sure I am hitting all the important parts.
I believe this unit will be taught in small
segments and will incorporate as many
activities and hands-on learning experiences
as possible. We will learn about colony life
first and build from there.
During activities I will be sure to go over rules
explicitly to be sure everyone is happy and
safe.
Jeopardy Game
K: students will know a lot about life in the
colony from the unit plan.
W: students may have a few final questions
that can be answered during this time.
English Colonization Jeopardy game: Have
students break into groups and answer
questions as a group.
https://jeopardylabs.com/play/colonial-
virginia2
Differentiation: I will read aloud during game if needed.

Reflection activities: I will ask students to think of all they have

learned this week. I will write all the facts they
can think of on the board to review.

Assessment I will create a final quiz to assess what

students learned throughout the week.

Lesson Improvement Activities

Writing
Friday - Day 5

Name Of Lesson Personal Narrative

Content Standards Writing

4.7 The student will write cohesively for a
variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have
different patterns of organization.
f) Write a clear topic sentence focusing on the
main idea.
g) Write two or more related paragraphs on
the same topic.
 h) Use transition words for sentence variety.
i) Utilize elements of style, including word
choice and sentence variation.
j) Revise writing for clarity of content using
specific vocabulary and information.
k) Include supporting details that elaborate
the main idea.

Specific Content Publishing Personal Narratives

How will this activity/content be made
relevant to students
This writing prompt will connect to what
students are doing in social studies. Each
student will write from a perspective of a
person from colonial Virginia and use their
social studies knowledge to write the essay.

My Background Knowledge: I have studied this writing process during this

class and feel that I have a deep
understanding of how writing should be
taught.

My beliefs about how to teach this material vs The routine is key! I believe this routine will
other methods work for all beginning writers. Modeling is
also essential. I will model everything we do
for the writing process.

Safety concerns NA

Materials needed A stage area to perform their personal

narratives
Costumes and tools to play the parts. Have
people who are reenactors form the area
come in and bring in items used during that
time period.
KWL (what do you think students will know
and what they will want to know):
Activity description (this is a step by step
description of what you will be doing in this
lesson, describe in detail all activities, any
data collection that may occur, journal
activities, other subject integration, readings,
multi-media usage, …..)
Differentiation:
Reflection activities:
Assessment
Lesson Improvement Activities
K: Students will know about their characters
and understand the writing process in its
entirety.
W: students will be eager to share their work
and can act out their person to the class.
Publishing: students will perform their essays
for the class and can make it fun. They can
act, dress up, and use tools that their
characters would’ve used in the Virginia
colony.
I will allow students to perform in small
groups if students feel uncomfortable reading
aloud and performing for their peers.
Students will discuss and talk about the
writing process. We will go over each step as
a class and I will write each step on the
board.
I will assess students on their participation for
this activity. Their main grade will come from
their final paper.