UNLV/Department

of Teaching & Learning

Elementary Lesson Plan
UNLV Student:

Jillian Chevalier

PSMT Name:

Cambria

Lesson Plan
Title:

Thirteen Colonies

Lesson Plan
Topic:

Social Studies

Date:

06/02/1606/06/13

Estimated Time:

Three 30 minute class

sessions

Grade Level:

First

School Site:

Craig

1. State Standard(s):
NSSS- H1.1.1 Describe local life long ago, including jobs, school, communication, transportation,
and recreation
NSSS- H1.1.2 Listen to stories that reflect the beliefs, customs, ceremonies, and traditions of the
varied cultures in the neighborhood.
2. Teaching Model(s): Teacher directed to cooperative and individual
3. Objective(s): SWBAT describe life during the time of the Native Americans, Christopher
Columbus, and the Pilgrims
SWBAT listen with understanding about the cultures and traditions of Native Americans,
Christopher Columbus, and the Pilgrims
SWBAT differentiate between and list the names of our Continent, our Country, our State, and
our City
4. Materials and Technology Resources:
Books- Mud Pony by Caron Lee Cohen
Christopher Columbus by Mary Dodson Wade
Discover The Thirteen Colonies by Barbara Brannon
Reading response journals and templates (one for each book)
Mud Pony- Main Character
Christopher C.- non-fiction read and learn
Discover The Thirteen Colonies- 4 fun facts
Pencils
Glue
Maps- United States Map
World Map
Chart paper
Images of Native Americans, Christopher Columbus, and The Thirteen Colonies
5. Instructional Procedures:
a. Motivation/EngagementUsing chart paper, TW create a timeline and plot an image of each topic as they read
and learn about it. This timeline will be used in future lessons.
TW read the objectives and have the class repeat it after her, and ask the what, why,
and how questions
TW give students 2 minutes to share with their shoulder partner something they know
about Native Americans/Christopher Columbus/Pilgrims

TW select a few pairs to share what they discussed

TW show on the world map where the Native Americans/Christopher
Columbus/Pilgrims lived/came from (emphasize that the Native Americans were the
first people on our continent
Draw 4 circles on the whiteboard, start with a large circle and place three consecutive
smaller circles within each other (a circle within a circle, within a circle, within a circle,
within a circle) The largest will represent N. America, the next largest will represent the
USA, the second smallest will represent NV, and the smallest will represent Las Vegas.
Explain the representation, emphasize the words Continent, Country, State, and City
TW pick from name sticks to share the name of either our Continent, Country, State, or
City (Students can phone a friend if they do not know) LEMOV TECHNIQUE 8
TW place all answers on the board, correct or not, and as a class they will decipher the
correct answers from the incorrect ones (CROSS OUT INCORRECT ONES ONCE THEY
HAVE BEEN POINTED OUT)
When all components of the circles are correct have one student come up and review
the while the class follows along (Continent=N. America, Country=USA, etc.)
b. Developmental Activities or Learning Experiences:
Read book (each time you teach this lesson follow the same procedures just switch the
books and the questions asked)
Mud Pony questions- Who is the main character?
Was the pony real?
What could you say to describe the boy?
How does the pony help the boy?
Why did the boys family leave him behind?
How does the boy change from the beginning to the end?
Christopher C. questions- What are three things you learned?
Where did he think he was sailing to?
Where was Christopher Columbus from?
Why were people upset with him in the end?
Did he land where he was trying to?
How many times did he sail to the Americas?
A Thirteen Colonies questions- What did the people in the Thirteen Colonies build?
What did the people in the Thirteen Colonies eat?
Why did people move to the Thirteen Colonies?
What did people in the Thirteen Colonies make?
Where did the people in the Thirteen Colonies come from?
What is the same or different about the Thirteen Colonies and
our society?
After asking the questions, hand students recording responses worksheet
SW work independently to come up with their own responses
SW trade with share with their partner what they wrote
SW glue response into reading response notebooks
c. Closure
TW choose 3 students from the cup of sticks to share what they wrote
Review the objective, and ask students what they've learned, why it is important to
know it, and how they know they've learned it.
Plot the image on the timeline, discuss the timeline and how we will build upon it

 d. Extension
Extend discussion about reading responses with partners, how are each students
different or alike.
Have more students share from their reading response journal
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Explain different terms for students who are ELL. Have supplemental images to assist
understanding. For example, maps of the world to show where Christopher Columbus was
coming from and where he was trying to sail. Encourage students to ask questions if they do not
understand something. Review keywords from non-fiction texts.
7. Assessment and Evaluation of Learning:
a. Formative- through discourse and questioning, TW observe students who are
understanding the concepts and participating during motivation/engagement and when
discussing responses with partners.
b. Summative the finished response worksheets will suffice as summative
8. Homework Assignment: none