Title of Unit: The English Colonies Title of Lesson: New England Submitted By: Jessica Solomon

A. Summary of the Lesson Plan: This social studies lesson describes the founding of the New England Colonies. This lesson uses the 5th Grade Houghton Mifflin Social Studies Textbook United States History: Volume 1 (p. 166-173). B. Target Population: Grade Level: 5th Grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, small group activity and assessment C. Materials: Paper and pencils Reading Skill Strategy (Unit Resources p. 49) for each student- see last page of lesson plan for sample Vocabulary and Study Guide (Unit Resources p. 50) for each student- see last page of lesson plan for sample Houghton Mifflin 5th Grade Social Studies Book: United States History: Volume 1 (p. 166173) D. Objectives: o NV State Social Studies Standards o H1.5.3. Discuss the interactions of early explorers with native cultures.

Student-Friendly Standards H1.5.3. I can explain the interaction between the English colonists and Native Americans.

E. Procedure: 1. Refer to notes on TE 166 Get Set to Read. Explain the Study Guide students will complete as we read. Call students attention to the headings in the lesson. o Ask, What do you think this lesson is about?

Complete the Reading Skill Strategy worksheet as a class as we read. Identify & discuss some of the ways that people students know try to set a good example for others. Ask students if people always agree on what a good example is. o Create a word web of students responses.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: The English Colonies Title of Lesson: New England Submitted By: Jessica Solomon

Introduce vocabulary (town meeting, self-government, dissenter, banish).

2. As a class, read p. 166-169, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about Massachusetts: (TE 167) How did religion influence the government of the Massachusetts Bay Colony? (TE 167) When did Roger Williams form the colony of Rhode Island? (TE 167) How was the government of Rhode Island different from that of Massachusetts? (TE 168) Why did Thomas Hooker decide to form a new colony? (TE 168) In addition to Rhode Island, what other colonies were started by colonists from Massachusetts Bay? (TE 168) What was the Pequot War? (after paragraph 2 on p. 169) What caused the Pequot War? (review question #4) Why did some Massachusetts Bay colonists form new colonies?

5. CLOSURE: Discuss the two statements in the Review and Assess section of TE 169. F. Assessment: What will you use to measure student understanding? Make an Exhibit (TE 168) Students will work in groups to research and make an exhibit showing the way of life of the Wampanoag when the English colonists came and their life today. The exhibit might include profiles of Squanto, Massasoit, and Metacomet and a map showing where modern Wampanoag people live. Explain how you will know students understand the concepts from the lesson. Students will be able to explain the interaction between the English colonists and Native Americans through their exhibits. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: The English Colonies Title of Lesson: New England Submitted By: Jessica Solomon

I think the group discussion aspect will be the easiest part of the lesson. The group discussion would allow students to learn from each other and hear things from a different perspective. it will be interesting to hear what students consider to be a good example. 2. Which part will be most challenging for you to teach? I think the most difficult part of the lesson will to ensure students remember all of the people discussed in the lesson. There are many people mentioned as well as a lot of places. We will most likely need to review the people and their contributions at the end of the lesson. 3. How will you follow up or extend this lesson? In order to extend the lesson, as a class we will do the Extend Lesson 2 Readers Theater: Town Meeting on p. 170-173. 4. What can you do for students who dont grasp the concepts? I would pull any students that did not grasp the concepts aside and we would work on the Reteach Mini Lesson described at the bottom of TE 169. We would work together to use a cause-and-effect chart to reteach the impact of religion and dissent on Puritan communities. 5. Which part of the lesson, if any, do you think might need to change? If anything, this lesson may need to extend into a second day. The assessment may take longer than planned so I will need to account for that if necessary. 6. When you were writing this lesson plan, what was the most difficult part? I have written many lesson plans in the past. I think the most difficult part of this particular lesson was in choosing the standards. The standards for the grade level did not completely match up with the objectives of the lesson.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: The English Colonies Title of Lesson: New England Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: The English Colonies Title of Lesson: New England Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5