UNIT PLAN: Social Studies

Part I: Unit Overview and Instructor Background Knowledge

a). Unit Title: The Struggle to Establish Colonies
b) Big Ideas/Enduring Understandings.
- With every establishment of a new colony, different hardships were faced by colonists based
on a variety of factors that were specific to the location of the colony.
- Many colonists like the Pilgrims and Puritans saw the new world as an opportunity to escape
religious persecution and gain religious freedom in the New World.
c) Essential Questions
- What are reasons for leaving ones home country and settling in a new, uncharted land?
- What are some issues that settlers can face when entering the/a New World?
- What are basic rights and freedoms that settlers were looking for in the New World?
d) Key Concepts
- The first successful settlement in the New World was Jamestown, Virginia.
- Tobacco was the first cash crop that the settlers in Jamestown grew, which led to an immense
economic growth for its settlers and started the need for indentured servants in the colonies.
- The House of Burgess was the first law making assembly in the colonies.
- The search for the Northwest Passage led to finding land for the French and Dutch.
- The Puritans and Pilgrims left England in order to escape religious persecution from the
Catholic Church.
- The colonies were split up into the New England, Middle, and Southern colonies, each with
their own set of natural resources.
e). Rationale:
Educating students on the ways in which the first colonists came to what is now the United
States is immensely important for social and academic reasons. Firstly, understanding how the
colonies were created provides background, foundational knowledge that will carry into their
future lessons on American government in later grades and information they can add onto as
students become more informed citizens. In addition to gaining the knowledge as to how our
nation was started, learning about the struggles that colonists faced as they entered the New
World highlights the immensely important idea of perseverance. Colonists came from varying
parts of Europe; some in search of religious freedom, others looking to have a fresh economic
start, but everyone was risking their life for the hope of greater opportunities in the New World.

f). Unit Objectives:

1. Explain how the first colonies were established, including: Roanoke, Jamestown, New
Netherland, Plymouth, Massachusetts Bay, and New France.
2. Identify why some groups came to North America.
3. Explain how Native Americans at first helped colonists survive.
4. Explain why religious disagreements in Massachusetts led to the founding of new colonies
(Puritans).
5. Explain how self-government began with Colonial Representative Assemblies (House of
Burgesses in Virgina.)
6. Explain the importance of one-crop economies (tobacco) in the Southern colonies in particular
7. Locate the New England, Middle, and Southern colonies on a map.
8. Explain how people adapted to the three regions.
9. Explain how and why colonies within the three regions were founded
g). Grade Level Content Expectations (GLCEs), Content Standards, and Anti-Bias
Standards:
Grade Level Content Expectations (GLCEs)
U2.1 European Struggle for Control of North America
Compare the regional settlement patterns and describe significant developments in Southern,
New England, and the mid-Atlantic colonies.
5 U2.1.1 Describe significant developments in the Southern colonies, including
patterns of settlement and control including the impact of geography (landforms and
climate) on settlement (National Geography Standard 12, p. 167)
establishment of Jamestown (National Geography Standard 4, p. 150)
development of one-crop economies (plantation land use and growing season for rice in
Carolinas and tobacco in Virginia) (National Geography Standard 11, p. 164)
relationships with American Indians (e.g., Powhatan) (National Geography Standard 10, p.162)
development of colonial representative assemblies (House of Burgesses)
(National Geography Standard 5, p. 152)
5 U2.1.2 Describe significant developments in the New England colonies, including
patterns of settlement and control including the impact of geography (landforms and climate)
on settlement (National Geography Standard 12, p. 167)
relations with American Indians (e.g., Pequot/King Phillips War 10, p. 162)
growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies
(National Geography Standard 15, p. 173)
the development of government including establishment of town meetings, development of

colonial legislatures and growth of royal government (National Geography Standard 13, p. 169)
religious tensions in Massachusetts that led to the establishment of other colonies in
New England (National Geography Standard 13, p. 169 C, E)
5 U2.1.3 Describe significant developments in the Middle Colonies, including
patterns of settlement and control including the impact of geography (landforms and climate)
on settlement (National Geography Standard 12, p. 167)
the growth of Middle Colonies economies (e.g., breadbasket)
(National Geography Standard 7, p. 156)
The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and
subsequent English takeover of the Middle Colonies
immigration patterns leading to ethnic diversity in the Middle Colonies
(National Geography Standard 10, p. 162, C, E)
5 U2.1.4 Compare the regional settlement patterns of the Southern colonies, New England, and
the Middle Colonies. (National Geography Standard 12, p. 167)
U2.3 Life in Colonial America
Distinguish among and explain the reasons for regional differences in colonial America.
5 U2.3.1 Locate the New England, Middle, and Southern colonies on a map.
(National Geography Standard 3 p. 148)
5 U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop
farming, slavery, indentured servants). (E)
5 U2.3.5 Make generalizations about the reasons for regional differences in colonial America.
(National Geography Standard 6, p. 154)
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Part II: Resources (5 points)

a). Planning Resources.
1. Sanjurjo, S. (2012). Social Studies Interactive Notebooks: Set Upsensory Figures.
Teaching with a Touch of Twang. Retrieved from

http://teachingwithatouchoftwang.blogspot.com/2012/08/social-studies-interactive-noteb
ook.html
2. Jamestown Essays, Timelines, and Images. Jamestown and Yorktown Settlement
Victory Center. Retrieved from http://www.historyisfun.org/learn/learningcenter/jamestown-learning-resources/jamestown-essays-timelines-images/
3. Mann, C. (2007). Jamestown. National Geographic. Retrieved from
http://ngm.nationalgeographic.com/2007/05/jamestown/charles-mann-text
4. Creating Good Government in the Colonies. PBS Learning Media. (2015). Retrieved
from http://www.pbslearningmedia.org/resource/social-studies-011-ws1-r1-grades-25/creating-good-government-in-the-colonies/
5. Mapping the New World. Stanford History Education Group. (2009). Retrieved from
https://sheg.stanford.edu/mapping-new-world
6. Foresman S. (2003). Social Studies Building a Nation. Glenview, IL.
7. The British Colonies. Colonial Williamsburg. Retrieved from
http://teachers.history.org/teacher-institute/high-school-lessons/british-colonies
8. The 13 Colonies. History. (2010). Retrieved from
http://www.history.com/topics/thirteen-colonies
b) Classroom Resources:
- notebook for each student (interactive notebook)
- smartboard
- document projector
- individual devices for students
- History.com
- Brainpop.com
- Nationalgeographic.com
- Classroom.google.com
- Quizlet.com
- Social Studies: Building a Nation by Scott Foresman
- Roanoke: The Lost Colony--An Unsolved Mystery from History by Heidi Stemple

Part IV: Overview of Lessons and Assessments (20 points)

Lesson 1:
Students will be introduced to interactive notebook and be given the 13 colonies chart,
along with the Roanoke sequence chart. After setting up the table of contents for the
interactive notebook, students will staple in the worksheets that have been passed out thus
far. As a class read, Mysteries of Roanoke Island, then introduce concept of comprehension
partners to class. Students will be responsible for completing the vocabulary words covered
in each section after it was covered. These vocab words, along with a picture will be written
in their interactive notebook. Model how students should be using their comprehension
partners in class to read the textbook, writing down main ideas for every section read, then
give the kids 10-15 minutes to read the first section of Lesson 1 together. Students will read
the lesson, then fill or the Roanoke sequence chart. Class will finish with students watching
History.coms clip on Roanoke colony while filling in any missing information on the
Roanoke sequence chart and the 13 colonies chart for the Roanoke colony.
Homework: Students will work on vocab words from The Lost Colony of Roanoke for
their interactive notebooksdue the following day. (Queen Elizabeth I)
Lesson 2:
Warm up question: What sequence of events led to the disappearance of Roanoke Island?
After discussing the answer to the warm up question, students will begin to read the
remaining sections of Lesson 1 in their comprehension partners while filling in the 13
colonies chart for Jamestown and writing down the main ideas for each section. As a class,
we will come together and go over the chapter together and discuss the importance of
Jamestown and the developments that occurred in this first official successful colony that
was established. Discuss what the importance of tobacco was in Jamestown, drawing on the
graph from page 161 in the textbook.
Homework: Students will be responsible for Francis Drake, charter, Jamestown, John
Smith, cash crop, House of Burgesses and indentured servant for their vocabulary terms
and picture.
Lesson 3:
Warm up question: Why was tobacco important to Jamestown?
Students will read with comprehension partners Lesson 2 as they write down main ideas
for each section and fill out the 13 colonies map. Students will be split up into two groups,
the French and the Dutch. Depending on their label, students will need to work together in
their table group to answer the following two questions: What was the purpose of the
search for the Northwest Passage? What was the sequence of events for your countrys
discovery of land in the New World, starting with the search for the Northwest Passage? As

a class we will make a cause and effect map that laid out the discoveries and land
establishments for each country.
Homework: Students will be responsible for Northwest Passage and New Amsterdam in for
their vocabulary terms.
Lesson 4:
Warm up question: What was the result of the Europeans search for the Northwest
Passage?
After discussing the warm up question, students will work with comprehension partners to
read sections 1, 2, and 3 in lesson 3 as they fill in the main ideas and their 13 colonies map.
As a class we will watch The Mayflower video from History.com. In groups, students will
begin to create their tableau scene to reenact the pilgrims coming over on the Mayflower
and starting the first Thanksgiving. Students will share their tableau scene with the class
*if time left in class* (If there is not enough time in class, students will share tableau scenes
after morning warm up the next class period.
Homework: Students will be responsible for Pilgrim, separatist, and persecution.
Lesson 5:
Warm up question: Why did the Pilgrims celebrate Thanksgiving and why did they invite
the Wampanoag to celebrate with them?
Discuss the warm up responses and if not already completed, share the tableau scenes with
the class from sections 1-3. Students will then break off into comprehension partners and
read the remaining last 2 sections of lesson 3 while filling in their 13 colonies chart.
Students will break up into 5 groups in the class, Jamestown, New Amsterdam, Quebec,
Plymouth, and Boston. Each group will be given a large poster board sheet of paper. It is
their job to create a persuasive poster and 45 second- 1 minute speech for the class to
convince people to join their colony. Students will share their pitches at the end and the
class will vote on which colony they would join.
Homework: Students are responsible for Puritans for their vocabulary words.
Lesson 6:
Warm up question: What colony would you want to settle in thus far from the chapter and
why? (Jamestown, New Amsterdam, Quebec, Plymouth, or Boston)
Students will work with their comprehension partners to read Section 4 in their textbook as
they write down main ideas and fill in the 13 colonies chart. As a class we will go over the
13 colonies chart to make sure everyone in the class has the correct information.
Students are responsible for vocab words: Roger Williams, dissenter, proprietor, and
debtor.
Lesson 7:

Warm up question: Make a 3 column chart listing out New England, Middle, and Southern
Colonies. Write out what colonies are found in each region.
After the class shares out the answers to the chart, students will be introduced to the next
project in which the class will be split into table groups that are labeled as either
Southern, Middle, or New England. Each group of 4 will need to create a Google Slides
presentation that includes:
1. Title slide: Region name
2. Slide 2: Colonies included in the region
3. Slide 3: Important leaders in the region
4. Slide 4: What made this region successful?
5. Slide 5: What were hardships faced in the region?
6. Slide 6: Find a primary source to share from a person in this region
7. Slide 7: Would you live in this region? Why?
Students will be given work time on this project through the end of class.
Homework:
Lesson 8:
Warm up question: (each table group will be assigned a region) Write from the perspective
of a colonist in your region. Describe who you are (land owner, indentured servant, slave,
colonist woman, etc.) and write out a journal entry in the perspective of the day in your life
on a normal day. Be sure to include the weather, your job, what types of food you eat, and
your role in society.
Students will have 15 minutes to work on their presentations and then they will be
presenting them to the class.
Exit ticket: Write down 2-3 concepts that you are the most concerned about on the test.
What concepts are you still confused on?
Lesson 9:
Warm- up question: Students will work with their comprehension partners to fill in and
check each others 13 colonies chart in order to study for the upcoming exam. The
remainder of the hour will be spent playing Jeopardy to review for the exam. Students will
be split into 4 teams and compete to get the most points. The highest scoring team gets two
pieces of candy and every student gets one piece for participating.
Homework: Study for the final assessment.
Lesson 10:
Students will use the class time to take the end of the unit assessment. This assessment
correlates with the content covered in the Building a Nation textbook.
Part III: Knowing Your Students and their Prior Knowledge (15 points)

a). Students knowledge.

Previous to this unit, students have been learning about the exploration around the
world in terms of the European explorers who explored North America, most in search of the
Northwest Passage. The Northwest Passage was a suspected passageway that would have
been a route for travelers to take which would cut through North America, connecting the
Atlantic and Pacific Oceans, making trade and exploration much easier and accessible.
Students are just completing a research project in which they work with a partner to find
information on explorers from the age of exploration time period, then complete a slideshow
presentation that will be shared in front of the class on their selected explorer. The unit ends in
a transitionary time period that introduces the concept of explorers that were successful in
discovering land in the New World in the search for the Northwest Passage, along with other
valuable resources in the new land outside of Europe.
Throughout my unit I would like to incorporate Language Arts in the form of
reading/writing as we work through the chapter. Through the introduction of an interactive
notebook, I will be asking students to practice summarizing informational text and finding main
ideas as we read the social studies textbook sections, cumulating to an end of the unit
assessment that assesses students comprehension on social studies concepts emphasized in
the assigned textbook. In addition to summarizing key concepts in informational text, I would
also like to implement writing prompts at the start of each class, asking students to reflect on
concepts that have been taught, as well as assessing their comprehension on an individual
basis while gaining practice in writing informational responses, drawing on main ideas they had
picked up from reading informational texts.

b) Students preconceptions and interests. Conduct a pre-assessment (s) on the topic

addressing all of your students. Your pre-assessment should be grounded in Tomlins
Differentiated Instruction idea (differentiation by readiness (chapter 8), interest (chapter 9), and
learning preferences (chapter 10)). You may pre-assess for learner proficiency with precursor
knowledge and skills (e.g. reading, writing, computation, spelling, vocabulary) as well as for
interest and learning preferences. In response to this pre-assessment evidence of your
students readiness, interest, and learning preference needs, you will differentiate and
implement initial learning plans including attention to student groupings, use of time and
materials, variance in whole-class and small-group instruction, varied complexity, and so forth.
Please identify 3-5 things you have learned and address each with specific modification plans.
Please cite class readings for your accommodation.
By conducting a pre-assessment on my students knowledge previous to conducting my
unit, I found multiple areas in which I needed to implement accommodations in order to address
specific misconceptions about the topic of colonization in the upcoming Chapter 5. In my preassessment I gave room for students to not only have time to personally write down what they
know about colonization individually, but I opened up the conversation to the entire class. After
giving time for individual responses, I was able to ask students to share out their ideas to each

other in small groups of 3-4 people. Next, we created a KWL (Know, Wonder, Learned) chart as
a whole class. The students wrote down in their small groups main ideas they knew about
colonization, things they wondered, and topics or questions that they wondered about on post it
notes. These post it notes were shared out to the whole class, then placed on the KWL chart on
the whiteboard until every group had shared at least once. I later typed up the KWL chart that
we could go back and add what we had learned to the chart at a later date, or even add more
questions to the Wonder column. In completing this pre-assessment I was able to access a
variety of learning styles as well as engage as many students as possible throughout the
assessment in a variety of ways. First, I was able to engage and assess students on an
individual level with the writing component. Next, students who may need the support of other
peers to catalyze previous knowledge they contain had the ability to talk in small groups and
discuss their ideas. This also accommodates students who may be shyer and do not like to
share out ideas in front of the entire class. By giving the students the chance to write down their
key ideas on the post its I was able to have students gain practice centralizing their ideas into a
concise format while also allowing students who need tactile resources the chance to use new
materials we typically do not use in social studies. In addition, by giving the students time to
share out ideas in a large group setting, some students who thrive on large group conversations
were accommodated, while giving students the chance to get up and place their sticky notes on
the board allowed specific children who are hyperactive and/or need to move around/ engage in
kinesthetic learning environments the chance to get up and move around in a class (especially
one that is occurring in the second to last hour of the afternoon when most students need the
chance to move around). Lastly, the pre-assessment allowed students who are anxious
regarding coming to class already knowing material the opportunity to add on to their
knowledge throughout the unit, highlighting growth, not a fixed mindset of learning with the
inclusion of a wondering and learning category to our pre-assessment activity.
In terms of the specific accommodations I will need to make throughout my unit, the preassessments emphasis on encouraging a multitude of learning styles and the success I had
with the activity proved to myself that every lesson I create needs to engage students in a
variety of pathways. That means allowing for lessons to have Think-Pair-Shares, as well as
creating bulletin boards that are a visual of student learning that the students create
themselves. These boards not only show what students know in a visual format, but they act as
a reference chart for students to refer back to at a later date and/or add to. Next, when looking
at the writing responses, I saw that my students had a difficult time completing two skills;
synthesizing their main ideas as well as organizing their thoughts into a natural progression,
rather than a stream of thoughts that at times veer off topic. In order to accommodate for these
areas of concern I plan on having students practice synthesizing/ condensing informational text
throughout the entire chapter. Up to this point I do not believe that the have explicitly even been
taught the concepts of print in regards to textbooks, thus I will be introducing the components of
informational text (ex. Chapter titles, heading, sub headings, index, glossary, biographical
dictionaries, etc.). Next, I will have students create an interactive notebook in which every time
we read a portion of the textbook, students will be required to pull out and synthesize the main
ideas of each section either individually or in small groups. In order to address organizing the
students ideas in a readable format, I will have students create a variety of different types of

graphic organizers in their interactive notebooks to organize the information I a readable and
accessible way. By having students create T-charts, flowcharts, idea webs, or maps, students
will be learning and practicing a variety of ways in which to organize thoughts, thus giving them
tools to utilize in the future.

c). Linguistic, social and academic challenges, resources and supports. Two paragraphs
describing accommodations you will make for students in the class i.e., advanced students,
ESL, special education, restless child, shy child, etc. as needed for any diversity among your
students
Throughout my unit I will be implementing many of the same accommodations I started
to include in my pre-assessment. I will be encouraging multiple ways to engage with a lesson,
accommodating for students with different learning styles (whether that be visual, oral, tactile, or
kinesthetic) as well as taking into account the social portion of learning in which certain students
need specific accommodations. First, in order to accommodate for students to engage in the
lesson I will make sure to include a variety of ways to interact with the concepts including warmup writing prompts, think-pair-shares, as well creating whole class graphic organizers which
gives students a chance to create a tactile resource to use as a later date, concurrently while
incorporating different learning styles.
Finally, I will be implementing the use of small group tables/ work in this unit. Previous to
the unit, the students sat at individual desks and rarely talked to partners. However, in order to
encourage greater comprehension for students, I will be placing the students in mixed ability 4desk seats. By sitting in the square, students will have the chance to work individually, in
partners, as well as in small groups, offering a variety of ways to social interact with the material
while increasing comprehension of the material as a whole. Specific students who are more
hyperactive or conversely apathetic will also be placed in partnerships/groups that are mixed
with other students who may encourage, or calm specific students.

Part IV: Overview of Lessons and Assessments (20 points)

b) Assessments: Construct a bulleted list of assessment tasks that assess each of the unit
objectives There should be at least four and no more than eight assessment tasks, and should
cover a range of forms including such as quizzes/tests; performance tasks; conforming writing;
2-3 informal observations; divergent writing; and one culminating (end-of-unit) assessment. The
culminating assessment task should have a scoring rubric. 5 points.
1. Assessment- Fill in a graphic organizer table which prompts students to explain the
founding of each colony (Roanoke, Jamestown, New Netherland, Plymouth, Massachusetts
Bay, and New France) which stays stapled into the students interactive notebook and is added
to throughout the unit. In the last week of the unit during the review portion, students will be
asked to have their chart checked for accuracy as I have already had the students work in small

groups throughout the unit to complete the chart. The organizer will be returned for students to
use a resource to study with for the final assessment.
Objective- . Explain how the first colonies were established, including: Roanoke,
Jamestown, New Netherland, Plymouth, Massachusetts Bay, and New France.
2. Assessment- Students will be asked to write a journal entry answering the following
question in their interactive notebook:
What was the result of the Europeans search for the Northwest Passage?
Objective- Identify why some groups came to North America.
3. Assessment- Students will be informally assessed as they work in groups to act as the
representatives for each of the 3 regions (New England, Middle, or Southern). In their groups
the will work to create a presentation that explains the specific resources, geographical layout,
economy, and history of their region in the attempt to encourage the fellow colonists (the other
students in class) to migrate to their region. As a group students will create a Slides
presentation and/or poster laying out their main ideas/selling points.
Objective- Explain how people adapted to the three regions.
4. Assessment- Students will be guided through a 3 video clip Google Slide presentation in
which the individually answer questions on the slideshow after the video which discusses the
importance and impact of tobacco on the colonies, all culminating to a final response question
on the last slide which states: Using the information from the video clips, why was tobacco
important to Jamestown?
`
Objective- Explain the importance of one-crop economies (tobacco) in the
Southern colonies in particular

c) Out-of-school learning: opportunities to expand and enrich the curriculum outside of

class (home assignment): One paragraphs describing how students will apply what they learn
in the school to out-of-school settings? What tasks or assignments will you give to students to
complete outside of school? You can write opportunity per lesson, or you can write several to
cover the entire unit. 5 points.
Throughout the lesson, students will be given the opportunity to take home their interactive
notebook and complete their vocabulary words/ the picture to accompany each vocabulary
words as we work through the chapter*. Students be given the option to take home their
interactive notebook at any point they would like to add onto or finish any section
summaries/graphic organizers that are worked on in class. The majority of activities and/or
assignments given will be allowed class time to work on as to encourage work to be completed
with their comprehension partners/group members.

*The vocabulary words that are asked to be completed per lesson are outlined in the lesson
overview portion of the unit plan.

Part V: Individual Lesson Plans (15 points 5 points per lesson)

Complete a fully developed lesson plan for three out of the ten lessons in your unit.
Step-by step procedures including questions and main points (write out what you are going to
say verbatim, even if you do not read from this during your lessons). Describe what the
students will be doing as a result of your instructions. How will you support ALL students?

Your Name: Taylor Adams

Grade Level: 5th grade
CT: Sheryl Hudler
School: Kinawa Middle School

Overall lesson topic/title Duration of time

Jamestown and the Booming Tobacco Industry/55 minutes
Objectives for todays lesson:
Students will learn about Jamestown and the important role that tobacco played in the
economic success of the colony.
MI GLCEs
5 U2.1.1 Describe significant developments in the Southern colonies, including
patterns of settlement and control including the impact of geography (landforms and
climate) on settlement (National Geography Standard 12, p. 167)

 establishment of Jamestown (National Geography Standard 4, p. 150)

development of one-crop economies (plantation land use and growing season for rice in
Carolinas and tobacco in Virginia) (National Geography Standard 11, p. 164)
5 U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash
crop farming, slavery, indentured servants). (E)

Materials & supplies needed:

Smartboard
Personal devices
Individual sets of headphones
Social studies textbooks
Pencil
Interactive notebooks
Procedures and approximate time allocated for each event

LAUNCH (BEFORE)
I will begin this lesson by having students get out their
interactive notebooks and begin on a new page the warm up
question: What sequence of events led to the disappearance of
Roanoke Island? After giving the students 5 minutes to answer
the question in their notebooks, I will have the students turn to
their group members and discuss their responses. Next I will
take volunteers to share out some responses. After the warm up
question, students will begin to read the remaining 2
paragraphs (sections) of Lesson 1 from their textbook in their
comprehension partners while writing down the main ideas for
each section in their interactive notebook.
(20 minutes)

Academic, Social and

Linguistic Support during
each event for my focus
students:
Students who have
difficulty writing down
responses will have the
option to type their
responses and/or use the
voice to text feature on
Google Docs.
Students can engage in
discussion at a variety of
levels in the think pair
share (individual with
writing, small group, or
large group) depending

EXPLORE (DURING)
As a class we will fill in our class interactive notebook as we
discuss the main ideas from the 2 sections in Lesson 1, taking
volunteers and cold calling students to share ideas. Next, we
will watch Life in Jamestown from History.com. Students will
next put away their textbooks and get out their devices, enter
our Google Classroom page and pull up the post labeled
Chapter 5 Lesson 1 Interactive Slideshow. In this post is a
slideshow that includes the videos that students can watch
again at a later time (if not completed in class) as well as
comprehension questions that assess their knowledge based on
the video previously shown. After watching the first video as a
class, students will be responsible for completing the
comprehension questions on the Google slide presentation
slide. After giving the students ~5 minutes to complete the
questions, answers will be shared out. Next, students will be
responsible for watching the last video from History.com on
their own using headphones, then complete the comprehension
questions asked afterwards. If students finish early, they are to
work on filling in their 13 colonies chart for Jamestown in
their interactive notebook and/or work on their assigned vocab
words.
(30 minutes)

SUMMARIZE (AFTER)
After students have worked through the Google Slides
presentation on Jamestown, we will create a What Have We
Learned list regarding Jamestown and the impact of tobacco
on the economy. Using their responses to the Google Slides
presentation as well as their interactive notebook notes, we will
construct a list on the smartboard at the front of the room.
(5 minutes)

upon how comfortable

they feel.

Students whom have

difficulty typing can use
the voice to text feature in
the Google Slides
presentation.
The videos attract visual
learners and oral learners
as they are being exposed
to the same content from
the textbook in a new and
engaging format.

Students whom work at

varying paces have the
opportunity to work at an
individual pace.
As the students are
working, I will be able to
walk around, monitor, and
offer assistance to lower
level students when
needed.

Assessment
I will look to see how students answered the questions on the
Google Slides presentation after they submit their responses.

Academic, Social, and

Linguistic Support during
assessment

I will make sure to observe

my students as they are
working, offering extra
assistance to students as
they work through the
questions.

Your Name: Taylor Adams

Grade Level: 5th grade
CT: Sheryl Hudler
School: Kinawa Middle School

Overall lesson topic/title Duration of time

The Search for the Northwest Passage/55 minutes

Objectives for todays lesson:

Students will learn about the results of the French and Dutchs search for the Northwest
Passage as they establish New Quebec and New Amsterdam as a result.
MI GLCEs
U2.1 European Struggle for Control of North America
Compare the regional settlement patterns and describe significant developments in
Southern, New England, and the mid-Atlantic colonies.

Materials & supplies needed:

Smartboard
Social studies textbooks
Pencil
Interactive notebooks
Procedures and approximate time allocated for each event

LAUNCH (BEFORE)
I will begin this lesson by having students get out their
interactive notebooks and begin on a new page the warm up
question: Why was tobacco important to Jamestown? After
giving the students 5 minutes to answer the question in their
notebooks, I will have the students turn to their group members
and discuss their responses. Next I will take volunteers to share
out some responses. After the warm up question, students will
begin to read from their textbook in their comprehension
partners while writing down the main ideas for Lesson 2 in
their interactive notebook going section by section. (2 sections
to complete, one on the Dutch and one on the French)
(20 minutes)
EXPLORE (DURING)

Academic, Social and

Linguistic Support during
each event for my focus
students:
Students who have
difficulty writing down
responses will have the
option to type their
responses and/or use the
voice to text feature on
Google Docs.
Students can engage in
discussion at a variety of
levels in the think pair
share (individual with
writing, small group, or
large group) depending
upon how comfortable

As a class we will fill in our class interactive notebook as we

discuss the main ideas from the 2 sections in Lesson 2, taking
volunteers and cold calling students to share ideas. Next, the
class will be split up into 2 groups, one French and one Dutch.
Using what we just read in our textbooks and summarized in
our interactive notebooks, the students will be in charge of
creating a t-chart in their notebook ( one side being French
and the other Dutch), filling in their respective chart which
answers the following questions:
1.

What was the purpose for your exploration?

2.

Which explorer led your countrys expedition?

3.
What land did your country discover as a result of this
search?
4.
Describe the location and resources available in this
land.
Students will work in their French and/or Dutch table groups
to complete their side of the table. If they finish earlier than
other groups, they can begin to work on the opposing countrys
side of the t-chart.
(30 minutes)

they feel.

Students whom have

difficulty typing can use
the voice to text feature in
the Google Slides
presentation.
Students are placed in
mixed ability groups,
making group work a
place to learn from each
other as well as ask each
other questions.

As the students are

working, I will be able to
walk around, monitor, and
offer assistance to lower
level students when
needed.

SUMMARIZE (AFTER)
After students have constructed their table in their interactive
notebook, we will create a class copy of the t-chart in our class
copy of the interactive notebook, taking volunteers as well as
cold calling on students.
(5-10 minutes)

Assessment
I will look to see how students answered the questions in their
interactive notebooks, as well as informally assess their

Academic, Social, and

Linguistic Support during
assessment

responses as they work in groups to construct the table.

I will make sure to observe
my students as they are
working, offering extra
assistance to students as
they work through the
questions.

Your Name: Taylor Adams

Grade Level: 5th grade
CT: Sheryl Hudler
School: Kinawa Middle School

Overall lesson topic/title Duration of time

The 3 Regions of the 13 Colonies /75 minutes (split into one and a half class periods)
Objectives for todays lesson:
Students will learn about the similarities and differences among the 3 regions of the 13
colonies in regards to location, number of colonies, resources, weather, and soil fertility.
MI GLCEs
5 U2.1.3 Describe significant developments in the Middle Colonies, including

patterns of settlement and control including the impact of geography (landforms and
climate)
on settlement (National Geography Standard 12, p. 167)

 the growth of Middle Colonies economies (e.g., breadbasket)

(National Geography Standard 7, p. 156)
immigration patterns leading to ethnic diversity in the Middle Colonies
(National Geography Standard 10, p. 162, C, E)
5 U2.1.4 Compare the regional settlement patterns of the Southern colonies, New
England, and the Middle Colonies. (National Geography Standard 12, p. 167)
U2.3 Life in Colonial America
Distinguish among and explain the reasons for regional differences in colonial America.
5 U2.3.1 Locate the New England, Middle, and Southern colonies on a map.
(National Geography Standard 3 p. 148)

Materials & supplies needed:

Smartboard
Social studies textbooks
Pencil
Interactive notebooks
Class anchor chart on the 3 regions
Procedures and approximate time allocated for each event

LAUNCH (BEFORE)
I will begin this lesson by having students get out their interactive
notebooks and begin on a new page the warm up question: Make a
3 column chart listing out New England, Middle, and
Southern Colonies. Write out what colonies are found in
each region, using the map in Lesson 4 of your textbook
found on page 218.

After giving the students 5 minutes to answer the question in

their notebooks, I will have the students turn to their group

Academic, Social and

Linguistic Support during
each event for my focus
students:
Students who have
difficulty writing down
responses will have the
option to type their
responses and/or use the
voice to text feature on
Google Docs.

members and discuss their responses. Next I will take

volunteers to share out some responses as we create and fill in
a 3 column chart listing each colony per region in their
interactive notebook.
(10 minutes)
EXPLORE (DURING)

Students can engage in

discussion at a variety of
levels in the think pair
share (individual with
writing, small group, or
large group) depending
upon how comfortable
they feel.

Students will be split into table groups that are labeled as

either Southern, Middle, or New England. Each group of 4
will need to create a Google Slides presentation that includes:
1.

Title slide: Region name

2.

Slide 2: Colonies included in the region

3.

Slide 3: Important leaders in the region

4.

Slide 4: What made this region successful?

5.

Slide 5: What were hardships faced in the region?

6.
Slide 6: What were resources found in this region in
regards to the soil fertility, weather, and economic industries?

Students are allowed to use all of their charts/graphs/notes

from their interactive notebook (which answer all but 2 of the
above questions) as well as the textbook. They will elect one
region representative to convince the other colonists in the
class to move to their region.
(40 minutes)

SUMMARIZE (AFTER)
Students will have their regional representative share out their
presentation which has been submitted on Google Classroom
to the class. After each region presents, they are to write their
major ideas from the presentation on big notecards and place
onto the classroom 3 regions chart. For example, a notecard

Students whom have

difficulty typing can use
the voice to text feature in
the Google Slides
presentation.
Students are placed in
mixed ability groups,
making group work a
place to learn from each
other as well as ask each
other questions.

As the students are

working, I will be able to
walk around, monitor, and
offer assistance to lower
level students when
needed.

could have a name of one of the colonies, the typical weather

of the Southern Colonies, or a crop that is grown. By the end
of the presentations, the classroom anchor chart will be
constructed as a reference and students will have access to
view the other groups presentations as a study tool for the
upcoming assessment.
(25 minutes)

Assessment
I will look to see each groups Google slides presentation, as
well as informally observe their responses in the group work
class time.

Academic, Social, and

Linguistic Support during
assessment

I will make sure to

observe my students as
they are working, offering
extra assistance to
students as they work
through the questions.

Part VI: Family/Parent Letter (5 points)