Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: Milynel Ortiz, Amanda Grant, Cheyenne Williams

Word Processed By: Google Docs
Thematic Unit Theme/Title/Grade Level: The Thirteen Colonies / / 5th Grade
Weebly address: https://ucfgr513coloniessp18.weebly.com/
Daily Lesson Plan Day/Title: Day 3 // Exploring the Middle Colonies

Learning Goals/Objectives Learning Goal:

What will students accomplish be able
to do at the end of this lesson? Be sure
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!
NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://www.cpalms.org/Public/
- The student will understand different aspects of colonial life throughout
the New England, Middle and Southern Colonies.
Learning Objectives:
1. The student will be able to identify political, economic, and social
aspects of daily life in the 13 colonies.
2. The student will be able to compare and contrast characteristics of the
New England, Middle, and Southern Colonies.
3. The student will be able to identify one historically significant figure
who contributed to the development in the 13 Colonies.
4. The student will be able to identify and understand the economic,
political, and socio-cultural motivation behind the settlement of the 13
Colonies.
NCSS theme(s):
1. Culture
2. Time, Continuity, and Change
3. People, Places, and Environment
5. Individuals, Groups, and Institutions
6. Power, Authority, and Governance
7. Production, Distribution, and Consumption

Florida Standard(s):
1. LAFS.5.RI.3.9: Integrate information from several texts on the same
topic in order to write or speak about the subject knowledgeably.

Next Generation Sunshine State Standards:

1. SS.5.A.4.1: Identify the economic, political and socio-cultural
motivation for colonial settlement.
2. SS.5.A.4.2: Compare characteristics of New England, Middle, and
Southern Colonies.
3. SS.5.A.4.3: Identify significant individuals responsible for the
development of the New England, Middle, and Southern colonies.
4. SS.5.A.4.4: Demonstrate an understanding of political, economic, and
social aspects of daily colonial life in the thirteen colonies.
5. SC.35.CS-CC.1.2: Describe key ideas and details while working
individually or collaboratively using digital tools and media-rich
resources in a way that informs, persuades, and/or entertains.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Assessment Unit Pre-/Post Assessment:
★ How will student learning be
assessed? Authentic/Alternative Kahoot! Quiz
assessments?
★ Does your assessment align (Pre-assessment is to be given the week prior to the start of the unit.)
with your objectives, standards
and procedures?
★ Informal assessment (multiple https://play.kahoot.it/#/k/70661e80-488b-47cd-90d1-3e04de2b6e59
modes): participation rubrics,
journal entries, collaborative
planning/presentation notes,
etc.

Teacher Link Student Link

Ongoing Formative (progress-monitoring/daily) Assessment:
Journal Entries:
At the end of the lesson, students will create a journal entry each day where
they respond to a certain prompt using the information they’ve gathered that
day. The prompts should relate to what they've learned that day in class.
Scale for Understanding:
Students will then self-assess their understanding of the learning goal and
concepts from each day by using the scale that will be included in students’
journal. They will do this by placing a paperclip over the number that
represents their understanding.

4 I know this VERY well. I feel like I could teach this to someone else.

3 I know this material.

2 I feel like I am still learning this. I still have some questions and am
unsure sometimes. I might need some help.

1 I have A LOT of questions. I am not sure what to do most of the

time. I need help.

Portfolio Assessment:
The students will place the station work, graphic organizer, and other material
from each day in their journal. The work should be divided by day. The scale
for understanding and daily journal entries will also be included in their
journal. At the end of each section, the folders will be evaluated for
completion. The teacher will be able to see if the student understood the
material or not.
 Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Design for Instruction
Student Activities & Procedures 1. Hook: The teacher should have the lyrics to the 13 Colonies song that
● What best practice strategies will be
implemented? was introduced one day 1 of the unit up on the board for students to
● How will you communicate student
expectations? follow along with. As the teacher plays the audio file of the song,
● What products will be developed and created
by students? students will sing along while the teacher simultaneously sings and
● Consider Contextual Factors (learning
differences/learning environment/learning points to each word as they go along. This activity will help to engage
styles) that may be in place in your future
classroom. students, connect each day together, and help students retain the names
Exceptionalities
What accommodations or modifications do
of the 13 Colonies.
you make for ESOL (Tune of “The Addams Family” )
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo Massachusetts,
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students, New Hampshire,
Learning/Reading disabilities, SLD etc.)
http://www.udlcenter.org/aboutudl/ud Rhode Island,
lguidelines/udlguidelines_graphicorga
nizer New York!
*snap snap*

Connecticut,
Pennsylvania,
New Jersey,
Delaware,
*snap snap*

Maryland,
Virginia,
North and South Carolina,
and Georgia,
Those were the
13 Colonies!
*snap snap*
UDL 1.2: Offer alternative for auditory information
UDL 4.2: Optimize access to tools and assistive technologies
ESOL # 17: Provide contextual support through audio visual,
models, demonstrations, realia, body language and facial
expressions
ESE: There will be an exceptional student in the classroom and he
is hearing impaired. He will have the FM system, so I will be
wearing the microphone during this lesson to make sure he
understand the material. During this portion, the student will have
the lyrics print out to make it easier to follow along with his peers.
He will have all the information beforehand and a partner will be
working with him due that he works best with peer models.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

2. Review from previous day: The teacher will first draw two columns on
the board and then label each one; one for the New England Colonies
and one for the Middle Colonies. The class will use labeled picture
magnets that represent different aspects from each of the regions to then
move them into the column of the correct region it relates to. Because
this activity is used as a review, this day should focus on the items that
belong in the New England Colonies column. For example there will be
magnets of Massachusetts, New Hampshire, Rhode Island, and
Connecticut that are in the shape of each state and labeled with their
names and students must come up to the board and place them under
the New England Colonies column. The teacher will model the task first
by placing a magnet under the New England Colonies Column.
Students will then volunteer, or be chosen if there are no volunteers, to
go up to the board and place one of the magnets in the correct column.
*The teacher should use this time to remind students to
reference their regional graphic organizer that was completed
the day before*
UDL 3.1: Activate or supply background knowledge
UDL 3.2: Highlight patterns, critical features, big ideas, and
relationships
ESOL # 15: Reinforce the key ideas you present again and again
ESE: For students with a hearing impairment, be sure to print
out a copy of the images with their labels so that the student
may look over at their desk if necessary. You may utilize the
microphone in order to amplify your voice.
3. The teacher will set a purpose for the days learning stations and
introduce any key vocabulary that students may encounter throughout
the learning stations.
Purpose: learning about the location, geography, resources,
economy, government, and social aspects of the Middle
Colonies
Key Vocabulary: indentured servant, merchant, artisan, self-
government, economy, agriculture, logging, triangular trade,
proprietary colonies, Quakers, and religious tolerance
*The teacher should make sure to either write or project the
words, their definitions, and their Spanish translations on the
board so that students can look back and reference them as they
complete each station.*
UDL 2.1: Clarify vocabulary and symbols
UDL 2.4: Promote understanding across languages
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
ESOL #5: Teach technical vocabulary supporting key concepts
ESOL # 24: Incorporate the culture and the language of second
language learners in your curriculum
ESE: Be sure to write the purpose, vocabulary words, and
definitions on the board or create a handout for students to
look over personally at their desk if needed. You can also
utilize the microphone.
4. The teacher will introduce the learning stations for the day making sure
to write a brief description of each on the board. Explain that they are
exactly like the day before, however, the information now focuses on
the Middle Colonies. Be sure to walk around to each station while
giving a concise yet thorough explanation of what students are expected
to do at each one.
Geography Station: Students will utilize historic and current
maps to label their own map of the Middle Colonies.
Technology Station: Students will watch a 10 minute video.
While they are watching the video they will also answer a list of
related questions that are provided by the teacher.
Activity Station: Students will play a game where they have to
answer questions about the Middle colonies in order to advance
one space. The questions, which will be provided by the teacher,
will be on cards that resemble question cards from board games.
When it is time to switch stations the person that have
progressed the furthest is the winner.
Reading and Writing Station: Students will first read the text
cards provided by the teacher. They will then use those cards to
evaluate the truth of a number of sentences. If the sentence is
true, they mark it with a check mark. If the sentence is false they
should rewrite the sentence to make it true.
*Be sure to tell students to fill in their Middle Colonies
graphic organizer as they move from station to station*
UDL 1.2: Offer alternative for auditory information
ESOL # 8: Use direct instruction: Modeling, explaining,
scaffolding, name the strategy and show how to use it.
ESOL # 14: Simplify your speech by making it slower and
redundant
ESOL # 16: Integrate speaking, listening, reading and writing
activities
ESOL # 46: Use discovery learning activities (hands-on-activities)
ESE: For students with a hearing impairment, be sure to print
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
out a copy of the directions for each station that they may look
over at their desk if necessary. You may also walk them
through each station personally, making sure to speak at a
volume that is audible to them.
5. The teacher will assign students to one of the four stations. Students
will be working in groups and moving counterclockwise.
***Remind students to fill in their graphic organizer as
they move from station to station***
UDL 8.3: Foster collaboration and communication
ESOL # 2: Promote cooperation (small groups)
6. While students work at each station, the teacher will monitor the time
using a stopwatch or a timer. Be sure to project the timer up on the
board so students can monitor the time as well. They will spend 10
minutes at each. Any work that they are unable to finish during this
time can either be completed during free time later in the day or can be
taken home as homework.
UDL 7.3: Minimize threats and distractions
UDL 9.2: Promote personal coping skills and strategies
7. Closure: Once students have transitioned from stations back to their
seats, pull a copy (or draw one) of the Middle Colonies graphic
organizer up on an IWB or dry erase board. As a class, reflect on and
discuss what they learned at each ot the centers. Be sure to fill in the
graphic organizer as students respond. Guide the conversation towards
the location and geography, resources, economy, government, and
social aspects of the Middle Colonies. This will give students an
opportunity to correct their station work and graphic organizer. It will
also give them a chance to add any information that may have been left
out originally.
The following types of questions will be used to guide discussion:
★ What states made up the Middle Colonies?
★ What was the main business in the Middle Colonies?
★ What kind of natural resources did people harvest in the Middle
Colonies?
★ Who was Williams Penn?
★ What were the 5 different social levels in the Middle Colonies?
UDL 3.2: Highlight patterns, critical features, big ideas, and
relationships
ESOL # 30: Encourage the use of diagrams and drawings as aids to
identify concepts and seeing relationships
8. Students will do a self-assessment to check their understanding. This
will be located in their 13 Colonies journal to make it as private as
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
possible. Students will rate their understanding on a scale of 1 to 4.
Students will also use this journal to respond to the following prompt:
In at least 5 sentences, compare and contrast the resources and economy
of the New England and Middle Colonies.
UDL 9.3: Develop self-assessment and reflection
ESOL # 34: De-emphasize speed and emphasize accuracy of work
ESOL # 45: Use Venn diagrams to contrast and compare activities
9. When students finish, remind them to place all of their station work and
their graphic organizer inside of the journal.

Resources/Materials ALL resources should be bulleted here including but not limited to: internet sites, professional
resources- books, journals (titles and authors), children’s literature, etc.
*For maps, printouts, vocab, and game pieces see Weebly-
https://ucfgr513coloniessp18.weebly.com/ *
● Lyrics of the 13 Colonies song
● Audio file of the 13 Colonies song
(https://drive.google.com/file/d/1wHUL-slO5UIcJifVlUdCvoeV9dDG-
EWY/view?usp=sharing)
● Labeled picture magnets (relating to location and geography, resources,
economy, government, and social aspects of the New England and
Middle Colonies)
● Dry erase board/Magnetic surface
● Dry erase marker
● Vocabulary and definitions cards
● Middle Colonies graphic organizer
● Historical maps:
○ The British colonies in North America / engraved by William
Faden (https://brbl-dl.library.yale.edu/vufind/Record/4200532)
○ A new and exact map of the dominions of the King of Great
Britain on ye continent of North America : containing
Newfoundland, New Scotland, New England, New York, New
Jersey, Pensilvania, Maryland, Virginia, and Carolina ... / by
Herman Moll, geographer (https://brbl-
dl.library.yale.edu/vufind/Record/4200333)
○ A general map of the middle British colonies in America: viz.
Virginia, Maryland, Delaware, Pensilvania, New-Jersey, New-
York, Connecticut and Rhode-Island… / Evans, Lewis, 1700?-
1756 Jefferys, Thomas, d. 1771 (https://brbl-
dl.library.yale.edu/vufind/Record/3442418)
● Current map of the U.S. (http://artmarketing.me/current-map-of-the-
united-states-of-america.html)
● Colored pencils/crayons
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
● Geography station print out (one for each student)
● Technology station print out (one for each student)
● Electronic device to watch the Khan Academy video
● Video: https://www.khanacademy.org/humanities/ap-us-history/period-
2/apush-colonial-north-america/v/the-middle-colonies
● Activity station game board
● Activity station game cards
● Game pieces (pone for each student; can be actual game pieces,
pennies, or anything that can serve as a place marker on the game
board)
● Reading + writing center reading printout
● Reading + writing center print out (one for each student)
● Students’ 13 Colonies Journal with scale for understanding
● Writing utensils for students
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to
the unit plan ideas.