SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: __Karlee Rankine _________________________________________________________

Thematic Unit Theme/Title/Grade Level:______________________________________________________
Weebly address: _ucfgr5thirteencoloniessp17th.weebly.com______________________________________
Daily Lesson Plan Day/Title: __Day 3/ Our Government is in Your Hands __________________________
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable Students will be able to locate the 13 colonies on a map and know about the
todoattheendofthislesson?Besure social, political and economic aspects of the New England, Middle, and Southern
tosetsignificant(relatedto colonies.
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://www.cpalms.org/Public/
LearningObjectives:
1. Thestudentwillidentifysignificantindividualsresponsibleforthe
developmentoftheNewEngland,Middle,andSouthernColonies.
2. ThestudentwillbeabletoidentifysignificantpartsoftheU.S.Constitutions.
3. Thestudentwillbeabletoidentifythedifferencesinpoliticalaspectsofthe
NewEngland,Middle,andSoutherncolonies.
4. Thestudentwillbeabletocomparethedifferencesinthepolitical
participationinthecolonialperiodtotoday.
NCSStheme(s):
NGSSS- SS.5.A.4.1: Identify the economic, political and socio-
cultural motivation for colonial settlement.
FloridaStandard(s):
LAFS.5.W.3.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work and provide a list of
sources.
NextGenerationSunshineStateStandards:
SS.5.C.1.2Defineaconstitution,anddiscussitspurposes.
SS.5.C.3.2Explainhowpopularsovereignty,ruleoflaw,separationof
powers,checksandbalances,federalism,andindividualrightslimitthe
powersofthefederalgovernmentasexpressedintheConstitutionandBillof
Rights.
LAFS.5.W.1.2Write informative/explanatory texts to examine
a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and foucs,
and group related information logically; include formatting,
illustrations, and multimedia when useful to aiding comprehension
b. Develop the topics with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
c. Like ideas within and across categories of information using words,
phrases, and clauses.
d. Use precise language and domain-specific vocabulary to inform
about or explain the topic.
e. Provide a concluding statement or section related to the information
or explanation presented.
LAFS.5.SL.1.2 Summarize a written text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
 SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Assessment
Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?
Doesyourassessmentalignwithyour
objectives,standardsandprocedures?
Informalassessment(multiplemodes):
participationrubrics,journalentries,
collaborativeplanning/presentationnotes,
etc.
Design for Instruction
Student Activities & Procedures
Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedandcreated
bystudents?
ConsiderContextualFactors(learning
differences/learningenvironment/learning
styles)thatmaybeinplaceinyourfuture
classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)
http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer
UnitPreAssessment:
IndividualKahoot
UnitPostAssessment:
GroupKahoot
OngoingFormative(progressmonitoring/daily)Assessment:
1. Studentsdontunderstandwhataconstitutionisorhowitismade,andthepolitical
aspectsofcolonialtimes.
2. Studentshavesomeunderstandingofwhatisaconstitutionandhowitismadeduring
thecolonialtimesandthepoliticalaspectsbehindcreatingit.
3. Studentsunderstandwhataconstitutionisthroughthecreationoftheirown
constitutionwithanunderstandingofthepoliticalaspectsofcolonialtimes.
4. Studentscancreateawellthoughtoutconstitutionthroughtheirbackground
knowledgeoftheirspecificareaspoliticalproblemsincolonialtimes,
5. Studentscanteachothersthestepstocreatingawellthoughtoutconstitutionthatis
specifictotheirregionofcolonialtimeswiththespecificpoliticalaspectstobackup
theirconstitutions.
This is the heart of the lesson plan. Be as specific as possible. This section includes
EVERYTHING!
1. Teacher will go over key points from yesterdays lesson on the social aspects of the
three areas we are currently learning about in colonial times, which are New England,
Middle, and Southern colonies. 5 minutes ESOL 13 use preview/review strategies
2. The teacher will ask the students question based on the social aspects of colonies that
may affect such things such as the political laws that define each area. Using the
interactive white board to write down the students answers, the teacher will keep a
running record of what each students has stated. Bridging the two days lessons and
allowing for a smooth transition. These questions will include comparisons between
living situations in such colonies such as New England, and Southern colonies, and
how it may affect whether both colonies should have a law on how many acres of land
you may grow cotton on. 10 minutes (ESOL 4, link lesson topics to students
knowledge, ESOL 14 simplify your speech by making it slower and redundant,
ESOL 22 provide enough wait time for second language learners to respond to
questions.) (UDL 1.1 offer ways of customizing the display of information, 1.3 offer
alternatives for visual information, 2.5 illustrate through multiple media, 3.1
activate or supply background knowledge.)
3. Students will then return to their colonies that they were separated into on the first
day of the lesson, where they will be asked to brainstorm what they would consider to
be an efficient government for their specific colonies. 5 minutes (ESOL 10 Teach,
think, pair and share strategies in cooperative groups.) (UDL 3.2 highlight patterns,
critical features, big ideas, and relationships, 3.3 guide information processing,
visualization, and manipulation, 3.4 maximize transfer and generalization.)
4. Students will watch a 4-minute video from the website brainpop.com, on the
interactive whiteboard, about the United States Constitution. This video will provide
the students with the knowledge on how our Constitution was created years ago, the
different key elements that make up this document, and how it has been able to survive
for so long. The teacher will allow for time to go back over key elements of the video
restating for the importance of the activity that they are about to do, and allow part of
this time to answer any other questions the students may have about the United States
Constitution. 10 minutes (ESOL 15 reinforce the key ideas you present again and
again,) (UDL 6.2 support planning and strategy development, 2.5 Illustrate through
multiple media)
5. The teacher will then pass out directions that are written down for an activity the
students will then be participating in. As the teacher passes out the directions they are
going over them verbally making sure to use all of instructional time. The directions
will explain that they students will be creating their own constitution for each of their
assigned region of Colonial United States. Keeping in mind what they had learned the
past two days of instruction to create a structionally sound constitution, which also
has some of the key elements discussed in the brainpop video. There will be a copy of
an example that the teacher had written for the students to take a look at while the
students are working. The students will be given 15 minutes for this task. In which
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
they are supposed to write down their constitution in their neatest handwriting. The
teacher will walk around checking on group collaborations, and answering any
questions the students may have. (ESOL 17 provide contextual support through
audio visuals, models, demonstrations realia, body language and facial expressions,
11 place language into meaningful context, 16 integrate speaking listening, reading
and writing activities, 6 continually monitor students comprehension, 2 promote
cooperation), (UDL 7.2 optimize relevance, value, and authenticity, 8.3 foster
collaboration and community)
6. With the last five minutes remaining on todays lesson the teacher will walk around
reviewing the information that they had learned today, making sure that they cover the
key words that make up the constitution and why it is so important to have a
constitution in general. While the teacher is walking around she is providing melted
wax on top of their neatly folded and creative constitutions for each area, while
providing the students an artifake of a wax sealer to seal their precious document to
review later, given time, and see if their classmates believe that their constitution will
hold up. The teacher will then have the students get ready for the next thing in the day.
(ESOL 19 establish predictable classroom routines through the use of an outline on
the board or bullting board, 11 place language in meaningful context, 15 reinforce
the key ideas you present again and again.) (UDL 9.1 promote expectations and
beliefs that optimize motivation, 8.4 increase mastery-oriented feeback, 8.1 heighten
salience of goals and objectives, 7.2 optimize relevance, value, and authenticity, 5.2
use multiple tools for construction and composition)

Resources/Materials Paper
Pencil
Instructions for Activity, at least 5 copies
Interactive white board
Computer with internet access
https://www.brainpop.com/socialstudies/thelaw/usconstitution/
Microsoft word
Wax, or melted crayon as substitute
Heart Sealer, artifake supplied by teacher
Envelopes
Clock
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.