Edu 512 Eproject

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13 Original Colonies
5th Grade
Elayne White
EDU 512
Spring 2018
Dr. Rachel Timmons
California Baptist University
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Table of Contents
Objectives and Standards……………………………………………. 3
Introduction………………………………………………………….. 6
Student List…………………………………………………………... 7
Vocabulary…………………………………………………................ 8
Literature……………………………………………………………... 11
Poetry………………………………………………………................ 12
Direct Instruction Lesson Plan……………………………………….. 13
Concept Attainment Lesson Plan…………………………………….. 27
Generalization Lesson Plan………………………………………….. 38
Inquiry Lesson Plan………………………………………………….. 48
Vocabulary Lesson Plan……………………………………………... 57
Listening/Talk Lesson Plan………………………………….............. 65
Writing Lesson Plan…………………………………………………. 72
Personal Reflection………………………………………………….. 80
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Objectives and Standards
Direct Instruction Lesson
Objective: After the lesson on the facts of the original 13 colonies students in grade 5 will identify, list and
summarize information on the topic of the original 13 colonies by list 10 facts both orally and in writing with
accuracy.
Concept Attainment Lesson

Objective: After the lesson on the concept of the 13 original colonies students in grade 5 will be able to state
both orally and in writing the correct definition of colony.
Generalization Lesson
Objective: After the lesson on using data to support generalizations, students in grade 5 will apply this
knowledge and develop generalizations concerning the topic of the 13 colonies with accuracy.
Inquiry Lesson
Social Studies Content Learning Objective(s): Students in Grade 5 will use their research skills to Identify
the major individuals and groups responsible for the founding of the various colonies and the reasons for
their founding.
ELA (Academic) Language Objective: Students in Grade 5 will use their research skills to identify the major
individuals and groups responsible for the founding of the various colonies and the reasons for their founding.
ELD (Academic) Language Objective: During this lesson, students in grade 5 will practice the English
language during oral communication in a group of his/her peers. Students will engage with various texts,
pictures, and multimedia during their inquiry.
Vocabulary & Handwriting Lesson

ELD Objectives: At the end of this lesson, students in grade 5 will be able to recall the definitions of their
vocabulary words and incorporate it within their writing with 95% accuracy.
ELD Language Objective: Students in grade 5 will collaborate orally with peers and exchange information and
ideas to produce a writing incorporating their vocabulary words.
ELD Content Objective: Students in grade 5 will correctly use vocabulary in their writing about the 13
original colonies. Students will use correct language structure in their writing to convey their ideas and
information on 13 colonies.
Listening/Talk Lesson
Social Studies Objective: After the mini lesson on Me on the Map, the students in grade 2 will be able to
understand the relative location of themselves in relation to their city, state, country and earth by completing the
activity and writing a reflection in their social studies journal with 95% accuracy. Students will listen for the
purpose of following directions, learning, and to collaborate with peers and the teacher.
ELD Language Objective: Students, in grade 5, will collaborate orally with peers and the teacher and
exchange information and ideas regarding the founding of the 13 colonies. Students will use the correct
conventions of the English language.
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th
ELD Content Objective: Students in the 5 will be able to answer questions orally with peers about the 13
original colonies
Writing Lesson
Social Studies Objective: After the mini lesson on persuasive essays, students in grade 5 will be able to write a
persuasive essay about a colony of their choice with 95% accuracy.
ELD Language Objective: Students in grade 5 will collaborate orally with peers and the teacher and exchange
information and ideas regarding the characteristics of a persuasive essay. Students will use the correct
conventions of the English language both orally and in their writing. .
ELD Content Objective: Students in grade 5 will write a persuasive essay incorporating their knowledge of the
13 original colonies using correct vocabulary and language structure to communicate and convey their ideas.
Social Studies Standards

5.4 Students understand the political, religious, social, and economic institutions
that evolved in the colonial era.
1. Understand the influence of location and physical setting on the founding of the original 13 colonies,
and identify on a map the locations of the colonies and of the American Indian nations already
inhabiting these areas.
2. Identify the major individuals and groups responsible for the founding of the various colonies and the
reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn,
Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
ELA Standards
 S.L.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own
clearly.
 S.L.5.2 Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
 W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
 L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
College and Career Readiness Anchor Standard CCSS

Comprehension and Collaboration:
1. Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their
own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats,
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Key Ideas and Details:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
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choices shape meaning or tone.
Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
Text Types and Purposes:
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
CCSS ELD Standard

Collaborative:
1. Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics.
Interpretive:
5. Listening actively to spoken English in a range of social and academic contexts.
6. Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through language
Productive:
9. Expressing information and ideas in formal oral presentations on academic topics
10. Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology
12. Selecting and applying varied and precise vocabulary and language structures to
effectively convey ideas
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Introduction to Unit/edTPA Reflection
SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective
environments and deliver meaningful learning experiences which have an emphasis on
developing a deep understanding of content knowledge.
Relevance
For EDU 512 class, I created a fifth grade social studies unit that aligned with the Common Core State
Standards (CCSS) on United States History and Geography. A variety lesson plans were used for instruction
including direct instruction, concept attainment, generalization, inquiry, and mini lesson plans for vocabulary
and handwriting, listening and talk, and writing. These lesson plans were aligned with a specified theory and
call on students to use higher level thinking skills. Lesson objectives were concise and clearly stated and
included various instructional and research-based strategies. Instruction was differentiated in order to meet the
needs of all students. Building this unit has given me the chance to improve my lesson plan writing abilities and
has introduce me to various strategies to use along side understanding the reasons behind my teaching and
reflecting on ways to improve my instruction. This class has given me a solid foundation to build upon in my
future career.
Link to Theory
The lesson plans were directly linked to theory that supported the instructional strategies in the lessons.
Three major theories were addressed in these lesson plans: behavioral theory, information processing theory,
and the constructivist theory. Each theory has its own instructional strategies and styles based on the theory.
Research base strategies were based on the California Common Core Standards and objectives.
Professional Development
Completing this assignment was a very important step in my education and professional development as
a teacher. I have learned a lot about how to create a clear lesson that includes research-based instructional
strategies to meet the needs of all my students. Before completing this assignment and I had no real
understanding of how to cohesively put together a lesson plan that links the activities with the standards and
objectives and create activities that require a higher level of thinking from my students. The knowledge that I
have gained in this course is invaluable. I still have so much to learn but I feel more confident in my ability to
create lesson plans and provide quality instruction. I know that as a teacher and in life in general there will
never be a point where I have learned all there is to know so I look forward to continuing my learning and
becoming an effective educator.
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Student List with Three Focus Students
General Student List with Three Focus Students
Gender General SES Level General Academic Ethnic Describe Student Needs
Level Population
12 Boys Unknown 2 high students identified 3 Hispanic, 5 8 students with no special

Provide a general GATE, 5 low average, and Caucasian, 3 needs.
description in the 5 at grade level. African 3 students that are English
boxes to the right. American, 1 language learners.
Asian, 1 hearing impaired
15 Girls Unknown 3 students identified 5 Hispanic, 5 7 students with no special
Provide a general GATE, 2 below grade Caucasian, 3 needs.
description in the level, 10 at grade level. African 4 students that are English
boxes to the right. American, language learners.
2 Asian 2 GATE students
2 visually impaired
EL Focus Student Unknown Student is at grade level Student is Student has a hard time staying
and identified CELDT Hispanic. on task and completing
level 4. assignments.
Student does require extra time
to understand new content
(academic language).
He is a kinesthetic learner and
needs frequent breaks.
Special Needs Unknown Student is far below grade Student is She is far below grade reading
Focus Student level in reading. He is African level and has a difficult time
currently on an IEP for American. completing her work. She does
speech therapy and receive additional support in
recently identified for reading and math.
resource for language arts. The student struggles with
He is in resources for math auditory processing so having
for thirty minutes and for visual aids is important.
language arts for forty-five
minutes, four days a week.
Advanced learner Unknown He has been identified Student is He often times completes his
Focus Student GATE and will go into the Caucasian. work quickly and if given the
GATE class next year for chance can become bored if
sixth grade. additional assignments are not
available. He does ask for more
chances to do additional
research. He also likes to help
other students if they need it.
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Vocabulary
Lesson 1: Direct Instruction
 Colony – a body of people living in a new territory but retaining ties with the parent state Middle
Passage – is referred to the trip across the Atlantic for African slaves
 Economy – the structure or conditions of economic life in a country, area, or period.
 Cash Crop – a surplus of crops sold for money
 Toleration – allowing others to practice their religion
 Colonial Workshop – refers to a person living in a region famous for shipbuilding, trading, and
manufacturing
 Mayflower Compact – the first governing document of Plymouth colony
 Colonial Breadbasket – refers to a person living in a region that produces grain as a cash crop.
 Triangle Trade – a multilateral system of trading in which a country pays for its imports from one
country by its exports to another.
 Indentured Servant – a person under contract to work for another person for a definite period of time,
usually without pay but in exchange for free passage to a new country.
 Colonial Greenhouse – refers to a person living in a region that is warm, humid, and has long growing
seasons.
Lesson 2: Concept Attainment

manufacturing
seasons.
Lesson 3: Generalization
manufacturing
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seasons.
Lesson 5: Vocabulary & Handwriting

 Artisan – a craftsperson
 Plantation – This was a large area of land that is used to grow crops.
 Colony – This is an area of land that is settled by people from other countries.
 Indentured servant – This person worked based on a contract
 Slave – This colonial person was not paid for they work and was treated harshly
 Southern – This group of colonies contained the most slaves.
 New England – This group of colonies were the most northern colonies with poor, rocky soil.
 Landowner – This person managed the plantations that they owned
 Mid-Atlantic – This group of colonies harvested wheat that was made into bread.
 Woman - This colonial person worked mostly in the home and did not have any rights. They were
responsible for raising the children.
Lesson 6: Listening/Talk
manufacturing
seasons.
Lesson 7: Writing
manufacturing
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seasons.
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Literature Page
You Wouldn’t Want to be an American Colonist by Jacqueline Morley

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Poetry Page
What did it take to truly be free?
To leave all you’d known and move away from home
And travel across the great blue sea.
It’d take alot as we soon would see

To start the original 13 colonies.
It would take many people to pave the way

For what we now call the land of the free and the home of the brave.
The more we learn and the more we read

We discover what it really took to start the original 13 colonies.
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Lesson Plans
EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC

Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.

The 13 Original Colonies
Direct Instruction Lesson Plan
Lesson Plan # 1
1. MATERIALS/PREPLANNING (5 points)
Materials - List all of the materials you will need for teaching this lesson.
Laptop and Screen

YouTube video on original 13 colonies https://youtu.be/Do4Ryapg3eU
Map
KWL Chart
Social Studies Journal
Document projector
Pencils, color pencils, crayons, markers
Printed Map
Vocabulary - List key vocabulary terms needed for this lesson
 Colony – a body of people living in a new territory but retaining ties with the parent state Middle Passage – is
referred to the trip across the Atlantic for African slaves
 Colonial Workshop – refers to a person living in a region famous for shipbuilding, trading, and manufacturing
 Triangle Trade – a multilateral system of trading in which a country pays for its imports from one country by its
exports to another.
 Indentured Servant – a person under contract to work for another person for a definite period of time, usually
without pay but in exchange for free passage to a new country.
 Colonial Greenhouse – refers to a person living in a region that is warm, humid, and has long growing seasons.
Literature - List supporting literature or reading materials
You Wouldn’t Want to Be an American Colonist! by Jacqueline Morley
2. OBJECTIVE (10 points) The social studies objective will state the learning that the students will attain by the
end of the lesson. Fill in the following objective for your grade level and unit topic.
After the lesson on the facts of the original 13 colonies students in grade 5 will identify, list and
summarize information on the topic of the original 13 colonies by list 10 facts both orally and in writing
with accuracy.
 The Objective should be one complete sentence with the ABCD Components.
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 State the objective in behavioral terms, as follows:
 A=Audience: 5th Grade
 B=Behavior: Students will be able to list ten facts about the 13 colonies
 C=Conditions: Students should understand what we learned about the 13 colonies, be
able to locate them on a map, and know the American Indian nations already living in
these areas.
 D=Degree of accuracy needed to achieve the objective: Students needs to be able to
list ten facts about the 13 colonies orally and written with 100% accuracy.
 State the cognitive taxonomy level (Bloom’s): Knowledge
 List the standards met by this objective. Highlight in color the specific words in the
standard that you are addressing.
 Social Studies Standard

5.4 Students understand the political, religious, social, and economic institutions that evolved in the
colonial era.
3. Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify
on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
4. Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for
their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord
Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
 CCSS ELA Standard
 CCSS ELD Standard

Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and
academic topics
Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
 College and Career Readiness Anchor Standard CCSS

1. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
1. Draw evidence from literary or informational texts to support analysis, reflection, and research.
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and
handout provided in class.)
Students will summarize information by listing ten facts about (topic of study).
Essential literacy strategy: Summarizing (Summarizing strategy must be taught)
Students will summarize information about the topic studied by listing ten facts and
using the appropriate academic vocabulary (for the topic) both orally and in writing.
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Related skills for the essential literacy strategy:

 Listening to information presented.
 Reading related documents/stories on the topic being studied.
 Learning the academic vocabulary terms.
 Students will write ten facts using correct writing conventions to demonstrate their
learning about the topic of ___________.
Language Function Statement: edTPA - The content and language focus of the learning task is
represented by the active verbs within the learning outcomes.
Ask yourself: What main communication language function do students need to use to
communicate their understanding of this content?
Use - Student uses language to: (see Toolkit samples -ex. Summarize their learning
about______. )
Language Demand: The Language Function can have language Demands in each of the 3
areas below:
Academic vocabulary/symbols: ex. List/use vocabulary in sentence
Syntax: (Use language frames in Language of … section in Toolkit)
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write
language for this content)
3. ASSESSMENT STRATEGY (10 points)

By the end of the lesson students will be able to list 10 facts about the original 13 colonies. The
students will use their social studies journal to list the ten facts in complete sentences. Students
will be assed based on their ability to recall and write 10 facts about the 13 colonies, which may
include identifying some of the original colonies, locating them on a map, identifying major
individuals and groups responsible for founding colonies. This task will indicate the knowledge the
students have about the 13 colonies so that they will be able to build on this foundation for further
lessons on the 13 colonies. Students will be assessed formally with the use of a rubric.
Proficient (5 points) Basic (3 points) Below Basic (1 point)

 Students wrote 9-10  Students wrote 6-8 facts  Students wrote
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facts about maps in about maps in complete sentences with five or
complete sentences. sentences. less facts in complete
 Students colored and  Students colored and sentences.
completed the map of completed the map of  There is no map colored
the colonies using the colonies but did not or pasted in the
specific colors as stated use the specific colors student’s journal.
in the instructions. The stated in the  Student sentences
map is pasted in instructions. The map is contained many
student’s journal. pasted in student’s grammatical errors.
 Students wrote journal.  Student’s sentences did
grammatically correct  Students wrote not include any details.
sentences with little to grammatically correct
no errors. sentences with minimal
 Students wrote errors.
sentences with great  Students wrote
detail. sentences with some
details.
1. LESSON OPENING/PURPOSE (5 points)

Today in class we will be learning about the original 13 colonies. Have you ever wondered about
how our country has gotten to this point? Where and how did it all start? The things that we may
take for granted today were not available to the early colonists. As we learn more about the 13
colonies we will learn more about the types of people who called these colonies home. We will
learn about how these colonies made money, what the land was like, and what type of
governments they established. After we have learned more about the 13 original colonies you will
be able to tell me ten facts about the colonies.
 Mention the types of students you have in your class. (ELL, IEP, GATE, etc.) 4ELL, 2IEP, 2GATE
2. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)
I will have a map of the 13 colonies displayed in the classroom. Each student in the class will be
assigned a state. Students will locate the state they were assigned on the map and determine if they
are part of the New England, Middle, or Southern colony. After the students locate which colony they
belong to I will explain to the students the importance of the 13 colonies and the foundation they laid
for the United States.
The students will then watch a fun video that will give them more information on the 13 colonies.
https://youtu.be/Do4Ryapg3eU
Provide Rationale for why you selected this strategy and link to this particular group
of students.
 LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE,
PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE
 POST STANDARDS
 The standards will be post at the front of the room on the white for students to see.
 Students’ attention will be directed to the standard while I explain to them what they will be
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learning for the day.
 RESTATE OBJECTIVE IN STUDENT TERMS
 After the lesson on the 13 original colonies, you (students) will list ten facts about the 13 original
colonies with accuracy (both orally and in writing).
 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link
to your specific class/group of students and their learning needs and styles.
 Have the students recall what they saw in the video and ask the students to brainstorm what they
already know about 13 colonies. Place this information in the K (or What We Know) column of the
chart.
 Once the students have stated what they know, ask them what they would like to learn about the
13 colonies. Write these in the W (What We Want to Learn) column.
 Save the chart to be used at the end of the unit to when the students will report on what they have
learned in order to complete the L column.
 Use KWL Chart from 50 Literacy Strategies (Tompkins)
Provide rationale for progress monitoring strategies you will use during each step of
this activity. Explain your strategy for calling upon students in an equitable manner.
K (What we know) W (What we want to learn) L (What we learned)

We know there were 13 of Why were there three
them. different groups of colonies?
We know they came from Why did the people leave
England. England?
The people wanted to be Did the people get their
free. freedom?
We know that different Who found each colony?
people founded the colonies.
We know that the American Who were some of the tribes
Indians were living here first? living on the land before the
13 colonies?
The colonies can be located Where on the map are the
on a map? 13 colonies?
 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible

input for this lesson for this particular group of students/class.
Explain how your strategy incorporates EL student’s background.

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 Go over vocabulary words that will be in the reading. List the key vocabulary words:
o Colony – a body of people living in a new territory but retaining ties with the parent state Middle Passage
is referred to the trip across the Atlantic for African slaves
o Economy – the structure or conditions of economic life in a country, area, or period.
o Cash Crop – a surplus of crops sold for money
o Toleration – allowing others to practice their religion
o Colonial Workshop – refers to a person living in a region famous for shipbuilding, trading, and
manufacturing
o Mayflower Compact – the first governing document of Plymouth colony
o Colonial Breadbasket – refers to a person living in a region that produces grain as a cash crop.
o Triangle Trade – a multilateral system of trading in which a country pays for its imports from one country
by its exports to another.
o Indentured Servant – a person under contract to work for another person for a definite period of time,
o Slaves – a person who is the legal property of another and is forced to obey them.
o Colonial Greenhouse – refers to a person living in a region that is warm, humid, and has long growing
seasons.
 Watch the video that was introduced during the anticipatory set. The video will also go over some of the
vocabulary about that we are learning about the 13 colonies.
 Read the book, You Wouldn’t Want to Be an American Colonist! Make sure to highlight and
emphasize vocabulary words used in the book. Make sure to point and share the pictures in
the book while your reading.
 Display Power Point presentation about the 13 colonies for student to look at and notate while
we go over the.
 See attached list of facts. List of facts will be complied by the class as a whole based on the
facts the students have learned about the 13 colonies. Write the facts on the board as the
students share them. This will be modeled and completed during guided practice.
 Informally check for understanding: Discuss the facts on 13 colonies. Have the students
think-pair-share with their partner throughout the lesson.
 Be sure all students understand the facts by listening to responses, (using group pair – share
strategy etc.)
 MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the
next lesson step for this class.
 Before students begin writing/listing their 10 facts students will be given a chance to think-pair-
share with their partner about some facts they learned about the 13 colonies.
 Students will be asked to share facts about the 13 colonies and I will write them on the board.
 Tell the student they are going to write these facts into their journals. This will be their rough
draft. Keep the facts listed on the board for the students to reference.
 Students will color the map of the 13 colonies and cut it out and glue in in their journal.
 They will write the title, “Facts about the 13 Original Colonies.”
 Next, they will write ten facts about the 13 Original Colonies from the list created above.
 Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Display example on the screen using a document projector.
 Review simple sentence structure.
 Show the students a copy of what the page should look like.
 An example of the how the finished product in the student journal should look will be available
to the students.
 TECHNOLOGY
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Rationale: What technology did you use and how will it help EL learners gain understanding of
the lesson standard?
 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress
Monitoring) and guided practice for this group of students/class.
 Once the students have been given the instructions ask several of the students to repeat the
instructions back to you.
 The students will first write a rough draft of their facts on a separate sheet of paper. Check on the
students as they work. Walk around the classroom and answer any questions the students might
have.
 Continue to check for understanding of the facts related to the 13 original colonies through use of
questioning strategies both during and after the task is completed.
 GUIDED PRACTICE STRATEGY
 After the students have completed their rough draft students will have their partner edit their work
for any grammatical errors.
 The teacher will check for accuracy while students are working on assignment and provide written
and oral feedback.
 Once students have completed their rough draft and their peer has edited it check each student’s
work and edit as necessary before the students make their final copy.
 Look closely for spelling, punctuation, capitalization and sentence structure.
 Once their final edits have been made, the students will copy the final work into their journals.
7. CLOSURE EL/SDAIE: Questioning for review
 Ask students to share what they wrote for their facts.

 Go back to the KWL chart and ask the students what they have learned about patriotic symbols that
we studied today.
 Fill in the L section of the chart.
 Ask some specific questions about the 13 original colonies.
 Call on some of the students to define the vocabulary terms.
Learning facts about 13 original colonies.

K (What we know) W (What we want to L (What we learned) Q (What new
learn) questions
emerged?)
We know there were Why were there We learned that the each Why don’t we
13 of them. three different groups state belonged to have colonies
of colonies? specific colonies the today?
New England colonies,
Middle colonies, or the
Southern colonies.
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We know they came Why did the people We learned that the What was the
from England. leave England? people left England religion
because they wanted practiced in
freedom of religion and England?
government.
The people wanted Did the people get All of the colonies did Did more
to be free. their freedom? get their freedom from people begin
England. to leave
England?
We know that Who were some of Some of the founders of Did they help
different people the people who the colonies were John find other
founded the colonies. founded the Smith, John Winthrop, states in the
colonies? John Wheelwright, Lord United
Baltimore and many States?
others.
We know that the Who were the Native The Powhatan Native What
American Indians Americans living on Americans were living on happened to
were living here first? the land before the the land before the the Native
13 colonies? colonists. Americans
once the
colonists
settled in their
land?
The colonies can be Where on the map The first 13 colonies are What state
located on a map? are the 13 colonies? located East Coast of the was the next
United States. to join the
United
States?
 Ask the students if anyone has anything to add about where they have learned about the 13 original
colonies.
 Remind the students about key elements of the facts they have listed and what they learned today.
8. INDEPENDENT PRACTICE (Homework) needs to be something they can do independently

Provide a rationale for the independent practice assignment/homework you have
assigned based on what you know about this class.
 Assign the students the project writing 5 more facts for their journal. They will also be asked to look
for more pictures to add to the journal.
 Tell the students that the work they do at home is to be done as neatly as was done in class today.
They need to use good penmanship, correct spelling and sentences, and correct capitals and
punctuation.
 The homework will become part of their social studies journal on the 13 original colonies and will be
on their desks for parents to see at open house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide

detailed description of three students and the adaptations for each student in the three areas
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in chart below.
1. Complete the charts below to summarize required or needed supports, accommodations, or

modifications for your students that will affect your literacy instruction in this learning segment.
As needed, consult with your cooperating teacher to complete the charts. Some rows have been
completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students
Describe the need of the learner and how you addressed it in your lesson plan
 With Individualized Education Programs (IEPs) or 504 plans

 With specific language needs
 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic knowledge
Students with IEP and 504 plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 4 Close monitoring, large print text, window card to isolate text
In each section do the following:  List and Describe 3 strategies from your texts that will aid each
Describe Student & include: student’s learning.
 Provide page numbers and title of texts and/or attach a copy of
Strengths the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be helpful
Present levels of performance for each student listed.
Weakness that you will support
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,

Students Modifications
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Example: English language learners 2 Pre-teach key words and phrases through examples and graphic
with only a few words of English organizers (e.g., word cluster, manipulatives, visuals)
Have students use pre-taught key words and graphic organizers to

complete sentence starters

Example: Students who speak a 5 Make connections between the language students bring and the
variety of English other than that used language used in the textbook
in textbooks
 Provide a rationale as to why you believe each strategy will be
Present levels of performance helpful for each student listed.
Students with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Example: Struggling readers 2 Leveled text, targeted guided reading, ongoing reading assessment (e.g.,
running records, miscue, conferencing)
Provide a rationale as to why you believe each strategy will be helpful
Present levels of performance for each student listed.

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10. ATTACHED STUDENT WORK:
In their Social Studies Journals students will write 10 facts about the 13 original colonies and they
will complete an additional facts as homework. These facts will be displayed in their journal to
display at open house.
11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis

Direct instruction was used for this lesson because this the very first lesson in which students will
learn about the 13 original colonies. Students up until this point have had a little to no previous
knowledge about the subject. Through direct instruction a foundation for student knowledge is laid for
students to build on. At this point that teacher can assess what the students know and move forward
from there. Scaffolding was used throughout the lesson to ensure that students were gaining an
understanding of the topic. Students were provided with a variety of ways to learn through video and
a children’s book on the 13 colonies. The facts were then discussed with the class as a whole and
listed on the board for the student to refer back to. The students were then instructed to write their
facts in complete sentences in their social studies journal. For this lesson direct instruction works well
because the teacher is leading the class and providing the information to the students as a base to
build upon.
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Creating
Evaluating
Analyzing
Appling
By allowing for class discussion and questions student will be able to recall ten
facts about the 13 original colonies and will be able to write ten facts in their
Understanding social studies journals. Students will be given the opportunity to demonstrate
what they have learned about the 13 original colonies and they will be assessed
on that knowledge through the completeness of their assignment.
Students will identify and list ten facts about the 13 original colonies. They will
procure this knowledge with the help of visuals, video, and literature used during
Remembering
instruction. Providing students with this foundation of knowledge will help them
in future lesson on the 13 original colonies.
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Instructional Preparation Reflection Checklist

Complete the following reflective checklist for each lesson in your unit. You can add or delete
items in the checklist. This is to help you become aware with the components you have
included in your lessons which will also help you write your commentaries for the EdTPA
tasks.
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling o Whole group o Advanced
Content o The teacher will model how o The class will work o EL
o Background to write the ten facts in the together as a whole o Pictures will be provided
Knowledge social studies journal. group to discuss and with vocabulary words
o Through class Sentences will be modeled complete the K-W-L along with words in
discussion students for students showing chart. Students will English and Spanish.
completed a K-W-L correct grammar and also learn more about
chart stating what we punctuation. The journal the 13 colonies
knew about the 13 will be available to students through a video and
colonies and what we as needed. book.
wanted to learn about o Guided Practice o Small groups and
the 13 colonies. o Students will work on their Pairs
o Strategies Used social studies journals to o Students will work in
o Vocabulary cards write ten facts about the small groups (pairs) as
stating the words in original colonies. Once they think-pair-share
English and Spanish they have finished they will about what they have
were placed on the have their partner review learned about the 13
Social Studies word and edit their rough draft. colonies.
wall. Class discussion The students’ progress will o Works Independently
was another strategy be monitored by the o Students work
used to provide teacher while walking independently as they
students an around and through write down the ten
opportunity to discuss informal observations, and facts about maps in
what they have answering students’ their journal.
learned. questions. o Mixed groups
o Resources Selected o Independent Practice o During students time
o Students will watch a o Students will be given as they think-pair-
video, participate in a homework to write five share students will be
read aloud, and have additional facts about the doing so with their
an opportunity to color 13 colonies in their journal. partner sitting next to
a map of the 13 o Comprehensible Input them which are
colonies. o The information that will be students at various
o E-resources given to students will be levels.
o Students will be fragmented into steps
watching a video at where the students will
the beginning of the learn about the location,
lesson. This will setting, and the founders of
introduce some of the the 13 colonies through a
vocabulary words video and Power Point.
included in the lesson. Students will then write
down their facts in
complete sentences in their
social studies journal.
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Integration of Application Assessment Objective

Processes o Hands on o Rubric o Linked to Standard
o Reading o Meaningful o Students work of listing o This lesson is directly
o Writing o Students will be learning ten facts and coloring linked to the second
o Students will write in about the 13 colonies, why the map will be grade social studies
their journals ten facts the people settled here, assessed based on a standards about maps
in complete sentences and who were the founders rubric. and map skills.
about what they of these colonies. o Summative o Integrated with
learned about the 13 o Linked to objectives o An assessment will be Language Arts
colonies. o Learning is directly linked completed based on o Students will be talking
o Speaking to the standards and the the students’ and listening to each
o Students will think- objective. understanding and this other along with write in
pair-share with their o Engaging will determine at what their journal throughout
partners about what o Students will be engaged pace the lesson will the lesson.
they have learned. in the lesson through the continue. o Age Appropriate
Students will also be use of video where they o This lesson is directly
given the opportunity learn more about the 13 linked to the fifth grade
to share as we colonies and through the social studies standards
discuss what we know book that is read aloud. about the founding of
(K). what we want to o Active Learning the 13 original colonies.
know (W), and what
we have learned (L) in
the KWL CHART.
o Listening
o Students will be
listening as they
watch a video as the
teacher reads aloud,
and as they share
their partner and
sometimes with the
class as a whole.
o Viewing
o Students will view
pictures in a book as
the teacher reads
aloud. They will also
view the video while it
is playing. Students
will also view the
teacher’s social
studies journal as she
models what they are
supposed to do.
o Vocabulary
o Students will learn
vocabulary with the
help of vocabulary
cards, through the
video, and through the
book.
Notes for next lesson:

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o Strengths/Weaknesses of Lesson based on your data from students and the assignment
results etc.
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification
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CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education
Do you live in a colony?

Concept Attainment Lesson Plan
Lesson Plan #2
1. MATERIALS/PREPLANNING (5 points)
Materials - List all of the materials you will need for teaching this lesson.
Laptop and Screen

Map
KWL Chart
Social Studies Journal
Document projector
Pencils, color pencils, crayons, markers
Printed Map
2. OBJECTIVE (10 points)
After the lesson on the concept of the 13 original colonies students in grade 5 will be able to state
both orally and in writing the correct definition of colony.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
 Hist. Social Science Standard

colonial era.
 State Bloom’s Level on the Taxonomy in Bold Type: Remembering, Understanding, and Applying

S.L.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and
expressing their own clearly.
S.L.5.2 Summarize a written text read aloud or information presented in diverse media and formats,
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.

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3. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.
3. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
 ELD Standard(s)
o Emerging: Contribute to conversations and express ideas by asking and answering yes or no
and wh- questions and responding using short phrases. Students will ask and answer
questions during the oral presentation and read aloud. Students will need considerable
prompting and support.
o Expanding: Contribute to class, group, and partner discussions, including sustained dialogue,
by following turn-taking rules, asking relevant questions, affirming others, and adding relevant
information. Students will be listening to the presentation and read aloud. The student may
need intermittent prompting and support when asking or answering questions.
o Bridging: Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn-taking rules, asking relevant questions, affirming others, adding relevant
information, building on responses, and providing useful feedback. The student will need little
support when asking or answering question about the presentation and read-aloud.
Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding
of this content?
Use: Student uses language to: (see Toolkit samples)
Essential Literacy Strategy
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for
this content)
3. ASSESSMENT (10 points)

This lesson will be assessed by the written definition in the student journal. The definition must include three descriptors
and three examples of the term/concept a colony.
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Students will also be assessed informally by listening to their oral definitions of the concept of a
colony.
Proficient (3 points) Basic (2 points) Below Basic (1 point)
Student illustrated and/or Student illustrated and/or Student illustrated and/or

provided 3 examples in the provided 2 examples in their provided 1 or less examples in
social studies journal of a social studies journal of a their social studies journal of a
colony. colony. colony.
Student successfully wrote a Student wrote a definition of a Student wrote a definition of a

definition of a colony which colony with two descriptors. colony with at least one
included 3 descriptors. descriptor.
Student provided a correct oral Student provided an oral Student was not able to provide
definition of a colony. definition of a colony with some an oral definition of a colony
accuracy. with some accuracy.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must

motivate for learning!
5. PURPOSE (5 points)
Boys and girls, today we will be learning about a colony. It is important to understand what a colony
is because it explains the start of the 13 colonies in the United States.
 LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
Prior to starting the lesson body do the following:

 Restate the Objective in Kid terms
After our lesson today, you will be able to identify a colony and explain what they are.
 Mark SDAIE in bold type where it applies.

The SDAIE strategy that will be used in this lesson is the use of visuals for the examples, non-
examples, and mixed examples.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:
The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of a colony.

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According to the dictionary a colony is a distant territory belonging to or under the control of a nation.
Step Two - Examples:
 This is a colony. It is a colony because it is a distant territory, it was under the control of
another nation, and it is not an independent country.
 This is a colony known as Puerto Rico. It is a colony because it is a distant territory, it was
under the control of another nation, and it is not an independent country.
 This is a colony known as Virgin Islands. It is a colony because it is a distant territory, it was
under the control of another nation, and it is not an independent country.
 This is a colony known as Guam. It is a colony because it is a distant territory, it was under the
control of another nation, and it is not an independent country.
 This is a colony known as Greenland. It is a colony because it is a distant territory, it was under
the control of another nation, and it is not an independent country.
Step Three - Non-examples:
 Brazil is a not a colony. It is not a colony because it is not under the control of another nation
and they gained their independence in 1822.
 Australia is a not a colony. It is not a colony because it is not under the control of another
nation and they gained their independence in 1901.
 Hong Kong is a not a colony. It is not a colony because it is not under the control of another
 Jamaica is a not a colony. It is not a colony because it is not under the control of another
 Brazil is a not a colony. It is not a colony because it is not under the control of another nation
and they gained their independence in 1822.
Step Four - Mixed Examples:
 Here is an American Colony in Paris. Is this an example of colony? It is not a colony because this
not a distant territory belonging to or under the control of a nation.
 Is this Polish colony in Israel a colony? It is not a colony because this not a distant territory
belonging to or under the control of a nation.
 Was Virginia a colony before 1776? It was a colony because distant territory belonging to or
under the control of a nation (England).
 Was Massachusetts a colony before 1776? It was a colony because distant territory belonging to
or under the control of a nation (England).
Step Five - Redefine Concept:

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 “Boys and girls, now that we have talked more about the 13 colonies and what a colony is I want you to turn to your
partners and explain to them what the definition of a colony is using your own words. This is your chance to practice
saying (rehearsing) this new term. Be sure you both state the definition and give several good examples and state
why they are good examples.”
 Have a couple students share what their definition of a colony is.
 Student 1: A colony is a territory that is owned by a far away nation.
 Student 2: A colony can be controlled from far away.
 Have them write the definition in their own words in their journal.
 Students please take out your social studies journals and write down the word colony. Next, write the definition in
your own words and give several examples. If you would like you can also illustrate some examples of a colony.
 Make sure to clarify any questions or directions.
Lesson Step Six - Student Examples:
Students, now it is your turn. You are the experts on colonies and your task is to find more examples of colonies. You
could look in the books I have gathered in our classroom library or on the Internet. You could look in your social
studies book as a resource.
Step Seven – Response to Learning the Concept:
Using the EL/ELA Standards State the expected response in the four language arts areas to
learning based on the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:
Listening – students Demonstrate active listening of read- alouds and oral presentations by asking
and answering basic questions, with prompting and substantial support.
Speaking – students will contribute to whole class and partner conversations about maps. Students
will express their ideas by asking and answering questions using gestures, words, and learned
phrases.
Reading – students will explain ideas, phenomena, processes, and text relationships (e.g., compare/
contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and
viewing of multimedia, with substantial support.
Writing – students will write short literary and informational texts (e.g., a description of a camel)
collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes
independently.
ELD Expanding Response to learning:
Listening – students will demonstrate active listening of read-alouds and oral presentations by
asking and answering detailed questions, with occasional prompting and moderate support.
Speaking – students contribute to whole class, partner and group discussions by participating in
dialogue and using conversational rules such as taking turns, asking questions, and adding their
knowledge and experience with colonies.
Reading – students will explain ideas, phenomena, processes, and text relationships (e.g., compare/
viewing of multimedia, with moderate support.
Writing – students will write longer literary and informational texts (e.g., an informative report on
different kinds of camels) collaboratively (e.g., joint construction of texts with an adult or with peers)
and with increasing independence by using appropriate text organization.
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ELD Bridging Response to learning:
Listening – students will demonstrate active listening of read-alouds and oral presentations by
asking and answering detailed questions, with minimal prompting and light support.
Speaking – students contribute to whole class, partner, and group discussions about maps by being
fully engaged in the discussion by listening, responding, taking-turns, asking questions related to the
topic of colonies, adding their own knowledge, building upon the responses of others and providing
feedback to others.
Reading – students will Explain ideas, phenomena, processes, and text relationships (e.g., compare/
viewing of multimedia, with light support.
Writing – students will write longer and more detailed literary and informational texts (e.g., an
explanation of how camels survive without water for a long time) collaboratively (e.g., joint
construction of texts with an adult or with peers) and independently by using appropriate text
organization and growing understanding of register.
7.CLOSURE (5 points)
 Gather students at the discussion table or on the rug. It is now the end of the day and
students are prepared to go home. Wrap up the learning with a chance for students to practice
key learning once again. In this case it will be the new concept you have introduced.
 Provide something like the following dialogue:

Boys and girls please make your way back to your seats. We have much to discuss.
Today we studied the concept of a colony. Now it is your turn to own this information. Can someone tell me what
a colony is? (Give some students the opportunity to share). What were the names of some of the 13 colonies?
(Allow students to raise their hands and give some of the names.) Do colonies still exist today? (Allow for students
to share their answers). Okay students I want you to turn to your partner and share what the definition of a colony
is. (Allow for students to talk amongst themselves).
 Continue this dialogue until students have rehearsed their learning several times.
 End with each student stating the learning to the person next to him/her.
Ask the students to stand up and mix-n-mingle. (Play music and when it stops the students need to find a partner
that is close to them. The students will high-five their partner and stand next to each other). Once the students
have their partner ask them to share with their partner what they learned today. Once the students have shared
that ask them to share the definition of a colony with their partner. Give the students enough time to share with
each other.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.
 Students will find 3 additional examples of a colony and add it into their social studies journal.
Students can look in books, magazines, the library, or the computer for additional examples.
 The additional examples of a colony that they find they will include in their social studies journal.
The students will them write a paragraph explaining why the example they chose are a good
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example. Students are expected to give good details and use the information/definition we
learned today in class.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus students
and rationale for selection.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written using the assessment strategy and in 24 hours of instruction for 3 students. (See
edTPA for directions on feedback)
ELL Learner – To make sure that my ELL students understand the information we are
W/Few Words discussing in this lesson I will create a small group for my ELL students. I will
work with them and assist them with writing their definition of a colony and go
over sections of the lesson. I’ll also model what I want the students to do as far
as writing in their social studies journal. It will be displayed on the board and
will be located at the front of the class if anyone needs it.
Student with low I will have the student work with partners in order to check for understanding.
reading ability The directions for the assignment will be written on the board and visible for
students to see and refer back to. I will model for the students the correct way
to write a sentence that way students will have something to refer to as they
write their own definitions of a colony. My journal will also be available for
students to pick up and refer to as well.
Student with This student will be able to participate in in depth conversations in a group
advanced literacy setting or with a partner about the definition of a colony. They will also be able
skills/other to contribute to the class discussion about generalizations.
Fill in chart below with additional strategies to support the learning or extend lesson
Wright Text Description of strategy How strategy is Rationale for

helpful selecting & links to
student/standards
1. Prior In this strategy students This strategy is helpful Students will constantly
Knowledge: will activate their prior because it will help the be required to activate
Activating the knowledge through a students pull there prior knowledge
Known pg. 40 series of guided questions information about the about topics to help
from the teacher. 13 colonies. Students them make
can also use the connections.
information gained
when working on future
assignments.
2. Text Lookback Students will learn This strategy will be I chose this strategy
pg. 52 strategies on how to look helpful when students because it will help
back in expository text to are looking back into students to recall
recall information. the books we have previous information
read on the 13 that they have read.
colonies.
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50 Literacy
Strategies
1. Interactive Read Teachers read books to This strategy is helpful I wanted to use this
Aloud pg. 50 their students stopping because while reading strategy because it
periodically to focus on a book to the students appeals to visual and
what has been read such about the 13 colonies auditory learners.
as new vocabulary, making the teacher can stop Students will see the
and checking predictions, and check for new vocabulary in
checking for understanding. It is a action in the book. This
comprehension, etc. new way to learn the is also an engaging
vocabulary and see it in way for student to learn
context as well. about a new concept.
2. Open-Minded To reflect more deeply This strategy will help I chose this activity
Portraits about a character or to students to focus on because it is an
reflect on events students the events that helped engaging way to get
can draw an open-minded shape the 13 original students to reflect on
portrait of the main colonies. Students will the events that
character. The portraits will recall details from the happened to create the
have two parts the story and review the 13 colonies.
character’s face and events and consider
several thinking pages the character’s
showing the character’s activities and
mindset at pivotal points. motivation.
50 Social Studies
Strategies
1. Historical Students will choose a This is a helpful History Standard 5.4 states
Characters pg. character to write about strategy that will get the that “Identify the major
individuals and groups
121 that will enhance their students involved in the responsible for the founding
understanding of the learning process. of the various colonies and
central concepts of the the reasons for their
unit. founding (e.g., John Smith,
Virginia; Roger Williams,
Rhode Island; William Penn,
Pennsylvania; Lord
Baltimore, Maryland; William
Bradford, Plymouth; John
Winthrop, Massachusetts).”
This activity is a great way
for students to be able to
identify the major individuals
responsible for the
development of the 13
colonies.
2. Time Lines pg. Students will create a time This activity will help Students will need to
214 line of historical events. students to understand demonstrate their
This allows for students to the order of events understanding of the
gain a better understanding from the beginning to sequence of events
of issues of continuity, end in regards to the 13 that led up to the start
change, and cause and colonies. of the 13 colonies.
effect.
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Technology The internet Students can use the Students can use the
Resources internet to gather more internet to gather more
information on those information on those
who were major who were major
influences in the 13 influences in the 13
colonies. colonies.
10. (10 points)

THEORETICAL OVERVIEW: Provide an overview of the theoretical basis
The concept attainment model is developed by Bruner, Goodnow, Austin, and later Taba and
recommended for teaching conceptual knowledge. The students have already learned about maps
and have been able to recall facts about them. This lesson focuses on learning about what a colony
is. Students will understand what a colony is and will be able to apply this knowledge as they search
for new examples. This concept attainment model helps with learning key vocabulary in a unit
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
Evaluation
Synthesis
Analysis
Students in this lesson will use the knowledge they have gained about a colony
and write the definition in their own words in their social studies journal.
Application Students will also look for additional examples to include in their journal. They
will use the knowledge they have learned and apply it during their search for
examples.
I used a concept attainment lesson for this standard to help my students understand,
summarize, and demonstrate the new concept of a colony. Students will look at
Comprehension
examples, non-examples, and mixed examples and they will summarize their own
definition of a colony.
Knowledge Students are gaining more information on what a colony is.
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11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as
if you were a student in your class. Use the appropriate paper, print, and line size suitable for the
developmental level of the class.

o Adaptation of Content o Modeling o Whole group o Advanced
o Background o My social studies journal will o As a whole group we o Opportunities to work in a
Knowledge be available for the students learned about the variety of groups. Option
o We learned in the to reference if they are having examples, non-examples, to look on the computer for
previous lesson what a trouble with their definition and mixed examples of a additional information on
colony was so we are examples of a colony. colony. The definition of colony.
tapping into the students’ o Guided Practice a colony was taught o EL
background knowledge. o After the lesson students will whole group. o Providing vocabulary cards
o Links to past learning be able to practice their o Small groups & Pairs on a colony, symbols and a
o This lesson follows knowledge of the definition o Students worked together map for the students to
directly after the lesson and I will be walking around in small groups and pairs reference. The picture, the
on the 13 colonies. This the room helping any student to think-pair-share with a English word, and the
concept of a colony links that needs help. partner to share their Spanish word are included
directly back to what we o Independent Practice understanding of the topic on the vocabulary card.
learned in the prior o Students have an opportunity of colony. o
lesson. to show that they have o Works Independently
o Strategies Used learned the concept by finding o Students worked
o Using pictures of three additional examples of a independently to collect
examples and non- colony and by writing a three examples of a
examples. paragraph explaining why they colony and to write the
o Resources Selected are good examples. definition in their journal.
o There are books o Comprehensible Input
available in the o The information that is being
classroom on the 13 taught is broken down into
colonies. They are very simple words and visual
available to reference examples and non-examples
when they are looking that give the students a clear
for examples and writing understanding of what a
their definition. colony is and what it is not.
Integration of Processes Application Assessment Objective

o Writing o Hands on o Rubric o Linked to Standard
o Students will write the o At the end of the lesson o A rubric will be used to o Integrated with Language
definition of a colony in students will write examples of assess the students’ Arts
their journal. For a colony in their journals. knowledge on a colony. o Age Appropriate
homework they will find o Meaningful o Oral
more examples and o Students learn that a colony o Throughout the lesson I
write a paragraph on was essential in order to build will be checking for
why these three the United States. Without understanding with the
examples are good colonies our country would not students by having them
examples. be what it is today. share the definition of a
o Speaking o Linked to objectives colony.
o Students have an o Learning is linked directly to o
opportunity to speak with the standards.
others during think-pair- o Engaging
share time where they o Students are also engaged by
will share their definition the visuals that are shared
of a colony. during the lesson.
o Listening & Viewing o Active Learning
o Students will be listening
and viewing the teaching
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of the concept, colony
during the presentation
of the examples and
non-examples.
o Vocabulary
Students will have an
opportunity to revisit the
vocabulary for this lesson.
They will also learn more
about one of the vocabulary
words, colony, which in this
lessons concept.
Notes for next lesson:
o Strengths/Weaknesses of Lesson
o
o Reading skills
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GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Revised by Dr. R. Timmons
California Baptist University School of Education
Thanks to the 13 original colonies

Generalization Lesson Plan
Lesson Plan # 3
1. MATERIALS (5 points)
 Social Studies Journal

 Youtube video on original 13 colonies https://youtu.be/Do4Ryapg3eU
 Homework instructions
 Projector to display the social studies journal on the board.
 Pencils, color pencils, crayons, markers
 Laptop and Screen
Vocabulary
 Colony – a body of people living in a new territory but retaining ties with the parent state Middle Passage – is
referred to the trip across the Atlantic for African slaves
 Colonial Workshop – refers to a person living in a region famous for shipbuilding, trading, and manufacturing
 Triangle Trade – a multilateral system of trading in which a country pays for its imports from one country by its
exports to another.
 Indentured Servant – a person under contract to work for another person for a definite period of time, usually
without pay but in exchange for free passage to a new country.
 Colonial Greenhouse – refers to a person living in a region that is warm, humid, and has long growing seasons.
2. OBJECTIVE (10 points)

After the lesson on using data to support generalizations, students in grade 5 will apply this
knowledge and develop generalizations concerning the topic of the 13 colonies with accuracy.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
 Hist. Social Science Standard

colonial era.
State Bloom’s Level on the Taxonomy in Bold Type: Remembering, Understanding, Applying,

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S.L.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
S.L.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
 CCSS ELD Standard(s)

Emerging: Contribute to conversations and express ideas by asking and answering yes or no
and wh- questions and responding using short phrases. Students will ask and answer
questions during the oral presentation and read aloud. Students will need considerable
prompting and support.
Expanding: Contribute to class, group, and partner discussions, including sustained dialogue,
by following turn-taking rules, asking relevant questions, affirming others, and adding relevant
information. Students will be listening to the presentation and read aloud. The student may
need intermittent prompting and support when asking or answering questions.
Bridging: Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn-taking rules, asking relevant questions, affirming others, adding relevant
information, building on responses, and providing useful feedback. The student will need little
support when asking or answering question about the presentation and read-aloud.

5. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally.
5. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding
of this content?
Use: Student uses language to: (see Toolkit samples)
Essential Literacy Strategy:
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary

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Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for
this content)
3. ASSESSMENT (10 points)
 Formal assessment: Rubric

 This assessment will be used to assess the students’ knowledge of generalizations.
Standard Unsatisfactory Satisfactory/Good Excellent

Students will  Student did not  Student wrote at  Student writes
apply the use the data on least two accurate three accurate
generalizations the board about generalizations generalizations
learn in class and the similarities according to the according on the
see how the 13 and differences data on the board board about the
colonies are in the 13 about the similarities similarities and
similar and colonies to and differences in differences in the
different. create a the 13 colonies. 13 colonies.
generalization.  Students provided at  Student provided
 Students did not least two illustrations three illustrations
provide any for the for the three
illustrations. generalizations. generalizations.
 Student had  Student had minimal  Student used
multiple grammar, spelling, correct grammar,
grammar, and/or sentence spelling, and
spelling, and/or structure errors. sentence structure
sentence with little to no
structure errors. errors.
4. PURPOSE (5 points)
 It is important for students to understand the importance of the original 13 colonies and how it has impacted our
lives today. This lesson will help them to connect all that they have learned about the 13 colonies and specifically
what a colony is. The curriculum for 5th grade states that students should be able to understand the location and
setting of the 13 colonies and also be able to identify major individuals and groups responsible for founding the
colonies and their reasoning for doing so. From this lesson the students will be have built a foundation of the
original 13 colonies and their importance.
Students today we are going to continue learning about the 13 original colonies. We are going to
look at how and why the colonies were established and how they have influenced our country
today. Like we have discussed for the past couple days it is important that we understand what a
colony is, how they were created, and how the original 13 colonies affect our lives today.
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5. ANTICIPATORY SET/Motivation for Learning (5 points)
 We are going to re-watch the video from our first lesson on the original 13 colonies.
 Students, we have been learning about the 13 original colonies over the past couple days. We have written ten
facts about the colonies and have learned about what exactly a colony is, and why they were important. We are
going to watch the video we watched when we started learning about the 13 colonies. I want you to pay attention
and see if you notice anything new about the video. I want you to be able to tell me one thing you noticed that you
may not have noticed before.
Student 1: “There were three different groups of colonies.”
Yes, you are correct the colonies were broken up into groups the New England colonies, Middle colonies, and
Southern colonies.
Student 2: “The colonies were diverse.”
Yes, the colonies were not made up of only English people. Various people settled in the colonies the Dutch,
French, German, Irish, and Swedish.
Student 3: “The colonies were the first 13 states”
That is correctly eventually the 13 original colonies became the first 13 states.
6. LESSON BODY (25 points)
Justify for your choice of strategies. Link to students in your class. Include their
interests and abilities.
Note: The inducing-a-generalization technique helps pupils arrive at an explanatory

generalization by applying their own logical thinking skills. The teacher begins by selecting a
well-validated generalization and finding specific examples that support its truth. The learners
are presented only with this evidence. They are challenged to develop an explanatory
generalization that is consistent with the evidence. These steps are typically followed:
Students will share with their partner one thing that they noticed about the 13 colonies that
they didn’t notice before.
Step 1. Pupils look at evidence the teacher has made available.

I will display social studies journal on the board using the projector.
Students we have studied all about the 13 colonies. What are some facts that we can state about the
3 different groups of colonies?
What are some things we know about the New England Colonies:
 The New England Colonies left England for religious freedom
 The people wanted to live a better life
 The climate was sometime challenging
 They created many jobs in order to make money
What are some things we know about the Middle Colonies:

 The Middle colonies had a diverse population
 The Middle colonies also practiced there own religious freedoms
 The people wanted to have a better life.
 They created many jobs in order to make money
What are some things we know about the Southern Colonies:

 The Southern Colonies practiced there own religions
 The Southern Colonies established their own form of government
 The Southern colonies used the land and created jobs to make money
 The people wanted to have a better life.
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Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.
So now that we have list what we know about the 3 different colonial groups lets see how these
groups are alike.
Students: “They all wanted religious freedom.”
“They had to create jobs so they could make money.”
“They all wanted to have a better life.”
What are some ways that the colonies are different?

Students: “The climate in the was different in each colony.”
“The colonies were not all diverse.”
Step 3. Finally, ask students to develop generalizations based on the
 Class, how do you think we could explain the relationships we see between three
different groups of colonies? Can anyone think of a way to say it? What do we see
between the three different colonial groups that is important?
 Is there anything we could say about the reasons these colonies were created and how
it has affected our world today?
Write the student’s generalizations on the board or on an overhead transparency as

they think of them. Accept all that are suggested. In your lesson plan, be sure to script
possible responses from your students.
Add the list here.
Bullet responses:
 Anyone in the United States us able to practice any religion they want.
 Every state has it own local government.
 Freedom is important to everyone.
 Jobs need to be created in order for people to make money
 So lets go over these generalizations. “Anyone in the United States us able to practice any religion they want”
is that a true statement? (Wait for students to answer.) Turn to your partner and tell them about freedom of
religion. Based on what you and your partner shared does everyone in the United States have religious
freedom? Yes, that is correct.
 “Every state has it own local government” thumbs up if you agree and thumbs down if you disagree.
Awesome, yes each state now has it own form of local government consisting of courts, senators, governors,
mayors, and etc.
 “Freedom is important to everyone” Is this a true statement? Yes, would someone like to share about the
importance of freedom? Call on a student – I think that freedom is important because we are all different and
we think
Have students consider each of the proposed generalizations. Is each generalization
supported by the data? Script this discussion.
7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.
Ask:
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 What did you learn from the data today concerning 13 originals colonies?
 We learned that the people who settled in the 13 colonies wanted to live a better life
 We learned that the 13 colonies became the first 13 states.
 We learned that they wanted religious freedom.
Great job students, we all learned about the similarities and the differences between the 13
original colonies and about how these colonies influenced our way of life today.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale.
 For homework students will write three complete sentences in their social science journals
stating the differences and similarities of the 13 colonies.
 Students will also draw an illustration for each sentence in their journal.
After several sessions of this type of lesson, students should be able to analyze another
set of data and formulate generalizations on their own.
Some other possibilities could include a journal entry regarding the process as well as the
focus generalization developed, a reflection on the generalization itself, further research to
support the generalization, forming additional questions of interest for further research.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)
How will you meet the learning needs of all students in the class? Provide specific
strategies that might be used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written and provided in person within 24 hours of the lesson. (See edTPA for directions on
feedback)
ELL Learner – To make sure that my ELL students understand the information we are
W/Few Words discussing in this lesson of making generalizations from the information about
the differences and similarities between the 13 original colonies. This may be a
difficult task for the students with limited English I will create a small group for
my ELL students. I will work with them and assist them with writing
generalizations an go over sections of the lesson. I’ll also model what I want
the students to do as far as writing in their social studies journal. It will be
displayed on the board and will be located at the front of the class if anyone
needs it.
Student with low I will have the student work with partners in order to check for understanding.
reading ability The directions for the assignment will be written on the board and visible for
students to see and refer back to. I will model for the students the correct way
to write a sentence that way students will have something to refer to as they
write their own generalizations. My journal will also be available for students to
pick up and refer to as well.
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Student with This student will be able to participate in in depth conversations in a group
advanced literacy setting or with a partner about the differences and similarities between the 13
skills/other original colonies. They will also be able to contribute to the class discussion
about generalizations.
Strategies to extend the lesson- Fill in chart below:
Wright Text Description of strategy How strategy is Rationale for

helpful selecting & links to
student/standards
information gained
assignments.
colonies.
50 Literacy
Strategies
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50 Social Studies
Strategies
Pennsylvania; Lord
responsible for the
colonies.
effect.
colonies. colonies.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this
lesson model and a rationale for why you have selected this content for this lesson model. Link your
rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words
(i.e., evaluate, generalize).
(10 points)
The generalization lesson plan is based and structured around the constructivist and information
processing theories. The overall goal is to guide the students using the knowledge that they have
gained to make generalizations or form conclusions about what they learned. Constructivists argue
that students need to be engaged in learning, specifically their own learning, and be able to create
meaning out what they have learned. Students will be tasked with making meaning out of the
information on the 13 colonies and be able to make generalizations about how those colonies have
affected our lives today.
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Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
Students will gather information about the 13 colonies and will create an overall
meaning from it. They will be developing generalization and they will be
Evaluation supporting those generalizations in a class discussion. At this point students will
be demonstrating their higher level of thinking as they use all of their knowledge
about the 13 colonies to make generalizations.
Students will be evaluating and comparing information that they have learned
Synthesis about the 13 colonies and make generalizations or conclusions about these
colonies.
Students will be making conclusions about the information they have learned
Analysis
about the 13 colonies. This will help them to develop a higher level of thinking.
Students will be applying what they have learned previously on this subject and
Application
using the information to develop a higher level of thinking.
Students will be comparing the different colonies and identifying the similarities and
Comprehension differences between them.
Students will be asked to identify the similarities and differences between the 13
Knowledge
colonies in this lesson. They will need to recall information from the first two lessons.
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental
level of the class.

o Adaptation of Content o Modeling o Whole group o Advanced
o Background o This lesson will be modeled by o Whole group instruction o Students will be engaged
Knowledge writing down the sentences on will be used while in in depth conversations
o Students reviewed the the board, writing it in my developing our list of throughout the lesson and
video that they had social studies journal, and generalizations about the they will have time to make
previously seen in the having it projected on the similarities and connections and
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first lesson. They were white board. The differences between the generalizations about the
asked to look again and generalizations will also be 13 colonies. This time will 13 colonies.
pay attention to see if written on the board as well. be used to discuss our o EL
they noticed something o Guided Practice generalizations. o ELL student will work with
different that they didn’t o Students will write some o Small groups the teacher in a small
notice before. generalizations in their social o Small group was created group. I used this time to
o Links to past learning studies journal in class. I will for ELL students. I used go over the lesson again.
o Students are asked to be available for questions if this time to go over the o Other
recall what they know need be. I will also meet with lesson again. o Directions for the
about the original 13 the ELL students in a small o Pairs assignment will be
colonies. group. o Students will work displayed on the board
o Strategies Used o Independent Practice together in pairs stating what the students
o Modeling and think-pair- o Comprehensible Input throughout the lesson. will be doing to complete
share o Works Independently the assignment. If they
o Resources Selected o Students will work need help checking for
o E-resources independently to write understanding they can
their sentences and work with a partner.
illustrate their three
generalizations in their
journal.
o Mixed groups
o Students will be working
in mixed groups during
think-pair-share with their
partner.
o Flexible groups
Integration of Processes Application Assessment Objective
o Reading o Hands on o Rubric o Linked to Standard
o Students will read what o Meaningful o A rubric will be used to o The lesson is linked to the
is written on the board o Students will be asked to use assess the students 5th grade social studies
and what they will write a higher level of thinking to generalizations. standard.
in their journals. come up with generalizations o Formative o Integrated with Language
o Writing about the 13 colonies. o In order to check for Arts
o Students will be asked to o Linked to objectives understanding think-pair- o The students will be writing
write three complete o The lesson will be linked to share will be used along sentences in their social
sentences of the objective and standard. with students giving me a studies journals.
generalizations about o Engaging thumbs up/thumbs down. Sentences will need to be
the 13 colonies. o Students will engage in correct with grammar,
o Speaking learning through interacting spelling, and sentence
o Students will be sharing with other students throughout structure.
in a group and with the lesson. o Age Appropriate
partners during the o Active Learning o Lesson is linked to 5th
lesson. grade standard.
o Listening
o Students will need to
listen to the instructions
throughout the class and
during their think-pair-
share time.
o Viewing
o Students will be able to
view the generalizations
we came up with in class
on the board.
o Vocabulary
o Vocabulary cards will be
available for students.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning

o Reading skills
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Inquiry Lesson
Mini Lesson Format
Name: Elayne White Date: March 6, 2018 Grade

Level: 5th
ELA Content Standard: ELD Standards:
S.L.5.1 Engage effectively in a range of collaborative discussions Emerging: Interpretive: Listening actively -
(one-on-one, in groups, and teacher-led) with diverse partners on
Demonstrate active listening of read-a-louds and
grade 5 topics and texts, building on others' ideas and expressing
their own clearly. oral presentations by asking and answering basic
questions, with prompting and substantial support.
S.L.5.2 Summarize a written text read aloud or information Expanding: Productive - Write increasingly
presented in diverse media and formats, including visually, concise summaries of texts and experiences using
quantitatively, and orally. complete sentences and key words (e.g., from notes
or graphic organizers).
W.5.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information. Bridging: Productive: Support opinions or
persuade others by expressing
L.5.1 Demonstrate command of the conventions of standard appropriate/accurate reasons using detailed
English grammar and usage when writing or speaking. textual evidence (e.g., quot- ing the text directly or
speci c events from text) or relevant background
L.5.2 Demonstrate command of the conventions of standard knowledge about content, with mild support.
English capitalization, punctuation, and spelling when writing.
Grade Level Content Standard:

5.4 Students understand the political, religious,
social, and economic institutions that evolved in the
colonial era.
2.Identify the major individuals and groups
responsible
for the founding of the various colonies and the
reasons
for their founding (e.g., John Smith, Virginia; Roger
Williams, Rhode Island; William Penn,
Pennsylvania;
Lord Baltimore, Maryland; William Bradford,
Plymouth;
John Winthrop, Massachusetts).
ELA Language Objective: Students in Grade 5 will ELD Language Objective for Grade Level
use their research skills to Identify the major During this lesson, students in grade 5 will practice
individuals and groups responsible for the founding the English language during oral communication in
of the various colonies and the reasons for their a group of his/her peers. Students will engage with
founding. various texts, pictures, and multimedia during their
inquiry.
ELA Content Objective:
During this lesson, students in grade 5 will practice
the English language during oral communication in a
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group of his/her peers. Students will engage with
various texts, pictures, and multimedia during their
inquiry.
Cog. Taxonomy/DOK Levels
 Remembering: Students recall information

they know about maps and how they help us
learn about the land around us.
 Understanding; Students discuss the
information they know, and research and
identify new information.
 Apply: Students apply the information they
have researched by reporting, explaining,
illustrating the new information.
 Evaluate: Students evaluate the information
they have gathered regarding the specified
area.
 Create: Student take the information they
have gathered and plan on how to present it.
Students are organizing, preparing, arranging,
and reporting the information gathered from
their research.
DOK Levels:
 Level 1: Recall – identify, illustrate, report,
define
 Level 2: Skill/Concept: Collect and display,
organize, construct
 Level 3: Strategic Thinking: investigate, cite
evidence
Learning Focus
Central Focus Statement: Students will research and identify the major individuals and groups responsible
for the founding of the various colonies and the reasons for their founding.
Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an
explanation of____ or Analyze characters or information in content areas). You must teach this strategy in
your lessons.
The essential literacy strategy is for composing text. Students will be asked to select a major founder and
group form among the 13 original colonies and they will create a poster for that founder.
Language Function Statement:

What main communication language function do students need to use to communicate their
understanding of this content?
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 Students will be creating a poster in which they will show their overall understanding of the roles of the major founders of the 13
colonies.

Language Supports: Describe instructional supports during and prior to your learning task that help
your students understand and successfully use the language function, vocabulary and discourse demands.
Be specific and link to standards and students.
Vocabulary words will be posted, word walls will be used in class, K-W-L charts will be used, and
accessing prior knowledge and comprehension throughout the lesson.
Additional Language Demands in vocabulary, syntax and discourse:
Students will use academic vocabulary, symbols, syntax, and discourse to complete their journal
entries at the end of the lesson.
Materials Planned Supports: Explain how Research Based Learning

 Social studies journal strategies meet Strategies: (provide text
 Internet and computer access strengths/weakness of students chapters/reference)
 Map of the 13 colonies
so that all students meet the  K-W-L Chart; Activating Prior
 Video:
https://youtu.be/Do4Ryapg3eU targeted outcome. Knowledge; Scaffolding for
ELL students (50 Literacy
o Social studies journal Strategies, Tompkins, p. 56-
o K-W-L charts
o Story retelling
59; SDAIE).
 Think-Pair-Share (SDAIE – tap
prior knowledge)
 Videos, visuals, and realia
(maps) (SDAIE)
 Flexible groupings (SDAIE)
Pre-Assessment: How will you Motivation Strategy: How will Personal/Cultural/Community

determine prior knowledge? you catch attention of students Assets: What assets will be
Prior knowledge will be assessed and focus their minds and utilized to support learning these
using a K-W-L Chart. Students will attention on the learning goals? standards with these students?
participate in a class discussion The students have been asked to
where we will talk about what we research information on the 13
know about the 13 colonies. We colonies and Identify the major
will discuss any questions that individuals and groups
they still have regarding these the responsible for the founding of the
13 colonies. We will discuss the various colonies and the reasons
connection between these for their founding. Students will
colonies and how we they have gather information about the
affected the way we live now. various founders of the 13
colonies and any other important
Misconceptions: information to share with the
A common misconception about class. The students will gather
the 13 colonies is that all of the their information and then report
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colonists left England because back to the class.
they wanted religious freedom.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:  Boys and girls today we are going to be researching and identifying the major individuals and groups
responsible for the founding of the various colonies and the reasons for their founding.
 Project the K-W-L Chart on the board and as a class we will discuss and write down what we know, what we
Before want to know and eventually what we will learn about the founders of the 13 colonies. Any questions the
Teaching - students have will be answered during this time. The teacher will propose the questions, “What is a colony
Setting the and why were they needed? “ to the students.
stage.  Share the video on the founding of the 13 colonies. https://youtu.be/Do4Ryapg3eU
Lesson Body: Explain Strategies/Lesson steps:

 After the video ask the students to name some of the founders of the 13 colonies listed
During/active in the video
engagement  Ask students if they no anything about the founders.
in learning  Students will begin researching the inquiry question.
 Student will be assigned to groups of four.
 Each group will be assigned a different founder of the 13 colonies.
 Each group member will participate in the research and write a sentence about their
assigned area. Students will work together to illustrate their specific founder including
important facts. On the poster each group will include their illustration of their founder
and at least five to seven sentences of important information about their founder.
 Students can research information on the computer (only one person per group on a
computer), look at their social studies book, look at the books that are located on the
table in front of the classroom, or reference the video that will be playing (the video
from earlier in the lesson).
 Directions will be listed on the board along with a rubric so the students understand
what is required for their poster.
o Create a poster with information regarding your assigned founding father.
o Create an illustration on your poster of what your founder looked like.
o Each student should write one sentence, using correct grammar, spelling and
sentence structure, giving important information on their assigned founder.
Each poster should include at least five to seven sentences.
o The poster should include a title which includes the name of your assigned
founder.
o All students must work together to gather information on the assigned founder.
o Be creative.
o As a group you will present your poster and information on the assigned
founder.
 Students are encouraged to be creative with their poster.
 Model strategy/skill by using examples or demonstrations
 Guided practice
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 Independent practice: students use the strategy or skill independently
 Planned supports for whole class. Individuals, special needs
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 “Boys and girls today we have researched and identified some of the major individuals and groups
responsible for the founding of the 13 colonies and the reasons for their founding.”
 Each group will come to the front of the class and present their poster on their assigned founder.
 I will ask questions throughout the presentation to the presenters and the listeners to check for
understanding.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice:
Assessment: What specific assessment tools are How will you provide for student voice during
being used for at least two types of assessment? instruction on their learning (strategies, skills,
knowledge) relative to learning target?
Informal: Observation – during whole class
discussions the teacher is checking for  After the assignment students will have an
understanding during think-pair-share opportunity to share with a partner what they
opportunities, through individuals sharing about have learned. Students will randomly be
background knowledge. The teacher is observing called on and asked to share what they have
students during their group work to ensure that learned with the whole class.
students are on task, to answer any questions that  Students will be asked to write a reflection in
students might have, and to clarify the requirements their social studies journal about what they
as needed. learned during their research. Students will
share this with their table groups and the
teacher will read it as an assessment of what
Formal: Rubric – a rubric will be used to assess the they learned.
information that the student provided on the poster.  I will provide students who are struggling
with writing sentence starters:
Feedback: Explain how you will provide feedback to “I was surprised to learn…”
2 students needing intervention. It must be in “My favorite thing I learned way…”
writing and using assessment tool (i.e., list, rubric/ “It is important for me to know…”
other) and within 24 hours of instruction.
For EL students, depending on their English
proficiency, they will be asked to draw a picture
showing what they have learned.
edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you
started on your commentary.
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Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next
steps for instruction to impact student learning:
For the whole class:
I will assess for understanding with the class using class discussion and think-pair-share activities. As I go
around the room I will be listening to student conversations and assessing for understanding.
For the three focus students and other individuals/groups with specific needs.
1. I will use think-pair share strategies for my EL students.
2. I will make sure to provide examples for students to refer back to for my students with low reading
disabilities.
3. I will provide more in depth research assignments and extension activities for my advanced students.
What theory or theorists would most strongly support use of this strategy?
The Constructivist and Information Processing theories both support this inquiry strategy/lesson.
Throughout the lesson students are asked to inquire about a certain topic and complete research on this
topic . Students will then organize the information and present it to the class.
Attach photos or copy of student work and teaching tools.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer and select research based strategies from the
course resources.
Wright Text Describe strategy and Explain how strategy Rationale for selecting
provide research base. is helpful for whole & links to
group or specific student/standards
student(s).
1. Prior In this strategy students will This strategy is helpful Students will constantly
Knowledge: activate their prior because it will help the be required to activate
Activating the knowledge through a series students pull there prior knowledge
Known pg. 40 of guided questions from information about the about topics to help
the teacher. 13 colonies. Students them make connections.
can also use the
information gained
assignments.
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back in expository text to are looking back into the students to recall
recall information. books we have read on previous information
the 13 colonies. that they have read.
50 Literacy
Strategies
1. Interactive Read Teachers read books to their This strategy is helpful I wanted to use this
Aloud pg. 50 students stopping because while reading a strategy because it
periodically to focus on book to the students appeals to visual and
what has been read such as about the 13 colonies auditory learners.
new vocabulary, making and the teacher can stop and Students will see the
checking predictions, check for new vocabulary in
comprehension, etc. new way to learn the is also an engaging way
vocabulary and see it in for student to learn
Portraits about a character or to students to focus on the because it is an engaging
reflect on events students events that helped way to get students to
can draw an open-minded shape the 13 original reflect on the events
portrait of the main colonies. Students will that happened to create
character. The portraits will recall details from the the 13 colonies.
have two parts the story and review the
character’s face and several events and consider the
thinking pages showing the character’s activities
character’s mindset at and motivation.
pivotal points.
50 Social Studies
Strategies
1. Historical Students will choose a This is a helpful strategy History Standard 5.4 states that
Characters pg. 121 character to write about that will get the “Identify the major individuals
and groups responsible for the
that will enhance their students involved in the founding of the various
understanding of the central learning process. colonies and the reasons for
concepts of the unit. their founding (e.g., John
Smith, Virginia; Roger
Williams, Rhode Island;
William Penn, Pennsylvania;
Lord Baltimore, Maryland;
William Bradford, Plymouth;
John Winthrop,
Massachusetts).” This activity
is a great way for students to
be able to identify the major
individuals responsible for the
colonies.
214 line of historical events. This students to understand demonstrate their
allows for students to gain a the order of events from understanding of the
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better understanding of the beginning to end in sequence of events that
issues of continuity, change, regards to the 13 led up to the start of the
and cause and effect. colonies. 13 colonies.
colonies. colonies.
Language Function
Toolkit/other
Evidence and Formative Assessment of Student Learning: How will you know whether students are
making progress toward your learning goal(s) and/or how will you assess the extent to which they have
met your goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment
strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
This assessment will allow for teacher to hear if the students are
Observation – during whole class have comprehended the text and overall theme of the unit.
discussions the teacher is checking for
understanding during think-pair-share Evidence of Student Understanding:
opportunities, through individuals
sharing about background knowledge. The students will provide feedback through group discussion as
The teacher is observing students evidence of understanding.
during their group work to ensure that
students are on task, to answer any Student Feedback:
questions that students might have, and
to clarify the requirements as needed. The students will be given feedback through group discussion
during think-pair-share
During this lesson, students in grade 5
will practice the English language
during oral communication in a group of
his/her peers. Students will engage
with various texts, pictures, and
multimedia during their inquiry.

After the lesson Students in Grade 5 will use their research skills
Rubric – a rubric will be used to assess to Identify the major individuals and groups responsible for the
the information that the student founding of the various colonies and the reasons for their
provided on the poster. founding.
Evidence of Student Understanding:
This assessment tool will provide evidence of student

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understanding and comprehension of the text as students
complete journal entries and answer questions.
Student Feedback:
Assignment will be graded and students will be given feedback

to review.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
This lesson is part of a unit on the 13 original colonies. I built on prior knowledge that the students have
learned throughout the unit. The students were assessed throughout the lesson for knowledge and
comprehension.
Grouping Strategies:
Students will participate in an interactive read-a-loud and share their understanding with other students
during think-pair-share activity.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all
students to successfully meet lesson objectives. This can include possible accommodations and
differentiation strategies.
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Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and Spelling
Multi Tiered System of Supports (MTSS) LESSON PLAN
Name: Elayne White Grade Level: 5th
ELA Content Standard in all four language arts ELD Standards:

areas above Emerging: Interpretive: Listening actively -
S.L.5.1 Engage effectively in a range of collaborative discussions oral presentations by asking and answering basic
their own clearly. Expanding: Productive - Write increasingly
concise summaries of texts and experiences using
S.L.5.4 complete sentences and key words (e.g., from notes
Report on a topic or text or present an opinion, sequencing ideas or graphic organizers).
logically and using appropriate facts and relevant, descriptive Bridging: Productive: Exchanging
details to support main ideas or themes; speak clearly at an
understandable pace.
information/ideas - contribute to class, group, and
partner discussions, including sustained dialogue,
L.5.1 Demonstrate command of the conventions of standard by following turn-taking rules, asking relevant
English grammar and usage when writing or speaking. questions, affirming others, adding relevant
information, building on responses, and providing
L.5.2 Demonstrate command of the conventions of standard useful feedback.
Content Standards:

colonial era.
responsible for the founding of the various colonies
and the reasons for their founding (e.g., John Smith,
Virginia; Roger Williams, Rhode Island; William
Penn, Pennsylvania; Lord Baltimore, Maryland;
William Bradford, Plymouth; John Winthrop,
Massachusetts).
ELA Language Objective: ELD Language Objective for Grade Level
Students, in grade 5, will be able to discuss key facts After the mini lesson on Vocabulary and
with peers based off of data and information handwriting the students will be able to define the
presented within a text. vocabulary words for the units and properly write
them in sentences.
ELA Content Objective:
Students in the 5th will be able to answer questions

orally with peers about the 13 original colonies
Cog. Taxonomy:
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Remembering: Students recall what we have learned
about the 13 original colonies. They will listen to the
story.
Understanding: Students will explain and discover
new information, review what they already know
about the 13 colonies, discuss within small groups
and whole class the new information.
Apply: Students show and explain the origins of 13
colonies. They write a reflection explaining what
they have learned.
DOK Levels:
Level 1: Recall – identify, list, label, illustrate, report,
name, tell, recall, arrange.
Level 2: Skill/Concept- relate, categorize, collect and
display
Learning Focus
Central Focus Statement: After the lesson, the students will be able to use vocabulary words related to the
13 original colonies to complete the people of the colonies word work assignment.

your lessons.

 How does student use language (see Toolkit samples for use of language)
Reviewing vocabulary cards in class as a whole group, creating K-W-L charts, give students the lesson objective. I will access
prior knowledge and continue to assess for comprehension throughout the lesson.
The students will use academic vocabulary, symbols, syntax, and discourse to complete their word
work assignments.
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strategies meet Strategies: (provide text
 Vocabulary Cards strengths/weakness of students chapters/reference)
 Copies of word work worksheets so that all students meet the
 Pencils, markers, highlighters 
targeted outcome. K-W-L Chart: these will help to
 Social studies journal o Social studies journals activate students background
 White board o Vocabulary cards knowledge (Tompkins p. 56-59)
 Using technology (SDAIE)
 Videos and visuals (SDAIE)
 Think-Pair-Share (SDAIE)
and focus their minds and utilized to support learning these
In order to determine prior attention on the learning goals? standards with these students?
knowledge I will use a K-W-L
chart. I will use it to review what I will use a youtube video as an
we have been learning about the anticipatory set to catch the
13 original colonies. We will students attention and help them
create the chart to determine what to focus their minds on the
we already know about the 13 assignment.
colonies and what more to know
more about.
Misconceptions: Identify
common misconceptions
regarding concepts addressed in
this lesson
A misconception regarding the

concept of the 13 colonies is that it
happened so long ago that some of
the vocabulary words are no
longer relevant.

Stages
Introduction:  At the beginning of the lesson the teacher will state the objective for learning: After the mini lesson on
Vocabulary and handwriting, the students will be able to define the vocabulary words for the unit and properly
write them I sentences.
Before  A K-W-L chart will be created at the beginning of class to check and assess prior knowledge.
Teaching -  Students can think-pair-share about some of the facts that they have learned within the past week.
Setting the  To help motivate student learning a video will be shown as the anticipatory set.
stage.
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Lesson Body: Explain Strategies/Lesson steps for each CCSS area:
 Model strategy/skill by using examples or demonstrations
During/active
engagement When introducing vocabulary words:
in learning 1. Contextualize the word
2. Repeat the word
3. Explain the meaning of the word
4. Provide examples
5. Interact with the word
 Vocabulary words:
 Artisan
 Plantation
 Colony
 Indentured servant
 Slave
 Southern
 New England
 Landowner
 Mid-Atlantic
 Woman
1. Artisan (noun) – Repeat the word, Define: a craftsperson, Provide an example: They sell
rugs made by local artisans. Interact: Can you give me some examples of artisans?
2. Plantation (noun) – Repeat the word, Define: this was a large area of land that is used to
grow crops, Provide an example: The struggling plantation almost failed during the first
winter.
3. Colony (noun) – Repeat the word, Define: this is an area that is settled by people from
other countries, Provide an example: Massachusetts was on or the original 13 British
colonies that later became the United States. Interact: Can you list any other colonies
that became part of the United States?
4. Indentured servant (noun) – Repeat the word, Define: this person worked based on a
contract, Provide an example: His grandparents moved to the South American nation
around 1835 to work in the sugar industry as indentured servants. Interact: Is there a
difference between indentured servants and slaves?
Continue for all the vocabulary words.
 Independent Practice: After all of the vocabulary words have been reviewed students will be given the people of
the colonies worksheet to complete. The worksheet will address students ability to use the vocabulary words
correctly in a sentence. Students will also be asked to write the words in alphabetical order and in cursive. They
will also be asked to identify the correct spelling of vocabulary words.
Teaching Explain:
 Once the students have completed the word work assignment I will have the students
find at least three different people with whom they will share and define on of the
vocabulary words.
 I will also have the students copy down the vocabulary words in their social studies
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journal.
Informal: Observation
Students will be able to apply their skills and
Formal: grade worksheet knowledge to complete the learning objective and
assignment.
Feedback: Explain how you will provide feedback to

2 students needing intervention. It must be in
writing and using assessment tool (i.e., list, rubric/
I will provide students with

steps for instruction to impact student learning: Use the chart above to analyze and provide data on
spelling for your Three focus students.
Students will complete a word work worksheet with vocabulary words that were reviewed during
the lesson. They will then share and recite these vocabulary words with peers in their class.
1. Provide additional examples and visuals of the vocabulary words.
2. Provide additional reading materials on the 13 original colonies
3. Provide technological support
course resources.
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student(s).
can also use the
information gained
assignments.
50 Literacy
Strategies
pivotal points.
50 Social Studies
Strategies
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John Winthrop,
colonies.
colonies. colonies.
Language Function
Toolkit/other
This assignment will show if the students have an understanding
The first assessment will be a grading the of the vocabulary that was introduced and if they are able to
word work worksheets assigned to write the words and use them properly in a sentence.
students.
This assessment will provide an understanding of which students
are understanding the vocabulary words that were introduced
during the lesson.
Student Feedback:
The assignment will be graded and given back to them with
feedback for the student.

using and stating the vocabulary words correctly.
The second strategy that I will use for Evidence of Student Understanding:
assessment is an oral report during Students will need to accurately define and write the vocabulary
think-pair-share activity. words.
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Student Feedback:
Describe how you will provide feedback to students on this
assessment.

comprehension.
Students will be randomly choosing a partner as a part of the assignment and they will restate vocabulary
words and definitions.
Planned Supports:
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Listening /Talk (Use Social Studies Topic)
MINI LESSON PLAN

Emerging: Interpretive: Listening actively -
S.L.5.1 Engage effectively in a range of collaborative discussions
grade 5 topics and texts, building on others' ideas and expressing oral presentations by asking and answering basic
their own clearly. questions, with prompting and substantial support.
Expanding: Productive - Write increasingly
S.L.5.2 Summarize a written text read aloud or information concise summaries of texts and experiences using
presented in diverse media and formats, including visually, complete sentences and key words (e.g., from notes
quantitatively, and orally.
S.L.5.4 Bridging: Productive: Exchanging
Report on a topic or text or present an opinion, sequencing ideas information/ideas - contribute to class, group, and
logically and using appropriate facts and relevant, descriptive partner discussions, including sustained dialogue,
details to support main ideas or themes; speak clearly at an by following turn-taking rules, asking relevant
understandable pace.
questions, affirming others, adding relevant
Content Standard:
information, building on responses, and providing
useful feedback.
colonial era.
Massachusetts).
ELA Language Objective: ELD Language Objective for Grade Level
Students, in grade 5, will be able to discuss key facts with peers based off After the lesson on listening and talking the
of data and information presented within a text.
students in grade 5 will be able to read and answer
ELA Content Objective: questions with 95 percent accuracy regarding the
founding of the original 13 colonies.
Students in the 5th will be able to answer questions orally with peers
about the 13 original colonies
Cog. Taxonomy:
Remembering: Students recall what we have learned about the 13 original
colonies. They will listen to the story.
Understanding: Students will explain and discover new information,
review what they already know about the 13 colonies, discuss within
small groups and whole class the new information.
Apply: Students show and explain the origins of 13 colonies. They write a
reflection explaining what they have learned.
DOK Levels:
Level 1: Recall – identify, list, label, illustrate, report, name, tell, recall,
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arrange.
Level 2: Skill/Concept- relate, categorize, collect and display
Learning Focus
Central Focus Statement: The students in grade 5 will use their listening and speaking skills within a
classroom read aloud and accurately answer questions and recall information of the 13 original colonies.

your lessons.
The main strategy will be used for comprehension and composing text. Students will be assessed and
asked questions regarding the text. Student comprehension is shown based on their ability to understand
the text and by being able to compose the answers into an appropriate response.

 Students will be using their journals to make entry at the beginning and end of the lesson in order to show comprehension and
that they can compose their understanding of the content.

 Copy of The New Americans: strategies meet strengths/weakness of Strategies: (provide text
students so that all students meet the targeted
Colonial Times: 1620-1689 (The
outcome. chapters/reference)
American Story) by Betsy Maestro
 Social Studies Journals  Background knowledge
 Social Studies Journal scaffolding (Tompkins p. 56-59)
 Crayons, markers, colored pencils  Mini lesson
 Questions-Answer relationships  Use technology (SDAIE)
 Computer  Videos and visuals (SDAIE)
 White Board  Story retelling
 Think-Pair-Share (SDAIE)
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 Guided interactive read-a-louds
(Tompkins)

We have been learning about the attention on the learning goals? standards with these students?
13 original colonies through this
unit. Students will use a K-W-L Students will be given the Speaking, reading, and listening
chart to access prior knowledge opportunity to write in their social skills will be used to help support
about the 13 colonies. studies journals about what the learning these standards.
have learned about life in the 13
Misconceptions: Identify common colonies.
misconceptions regarding concepts addressed
in this lesson

Stages
Introduction:  State objective/provide purpose for learning: The students in grade 5 will use their listening skills and speaking
skills during a classroom read-a-loud and accurately answer questions and recall information about the 13
original colonies.
Before  Motivation for learning: The teacher will play a youtube video to engage students in learning and provide an
Teaching - overview of what we will be learning about.
Setting the  https://youtu.be/109tKKANMEA
stage.  The class will gather in the middle of the room for the start of the lesson.
 Dismiss students by table groups to find a seat in the middle of the room for reading.
 Teacher will sit in front of the students to make sure that every student is about to
During/active visibly see the book.
engagement  The teacher will introduce the book to the students and tell them that along with
in learning reading the book they will be given a set of questions to answer that will let me know if
they are comprehending the story.
 Teacher will let students know that they will be making an entry in their social studies
journal about the questions and recap the book.
 Teacher will model and demonstrate journal entries.
 Teacher will read the book and interact and engage students.
 Teacher will occasionally stop reading and ask questions to recap.
 Teacher can randomly pull popsicle sticks and have students recap and answer
questions about the reading.
o Independent practice: Students will and answer questions in their social studies journal from the
reading.
Teaching Explain:
 Students will be asked to share their journal entry with other students and show their
comprehension of the text.
 The teacher will walk around the classroom, monitor, and actively listen for
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comprehension.
 Teacher will assess student learning through observation during class discussion and
reading students social studies journals.
Formal: Rubric knowledge to complete the learning objective and
assignment.

1. Provide additional examples and visuals of the vocabulary words.
3. Provide technological support
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer
and select research based strategies from the course resources.
Wright Text Describe strategy and provide Explain how strategy is Rationale for selecting & links
research base. helpful for whole group or to student/standards
specific student(s).
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information gained
assignments.
colonies.
50 Literacy
Strategies
50 Social Studies
Strategies
Pennsylvania; Lord
responsible for the
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colonies.
effect.
colonies. colonies.
Language Function
Toolkit/other
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your
learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at
least 2 formal or informal assessment strategies that occur in your detailed plan above.
This assessment will allow for teacher to hear if the students are have comprehended
the text and overall theme of the unit.
The second strategy that I will use for assessment is an
oral report during think-pair-share activity. Evidence of Student Understanding:
The students will provide feedback through group discussion as evidence of

understanding.
Student Feedback:
The students will be given feedback through group discussion during think-pair-share

After the lesson on listening and talking the students in grade 5
will be able to read and answer questions with 95 percent
The second assessment tool used will be a rubric. accuracy regarding the founding of the original 13 colonies.
This assessment tool will provide evidence of student understanding and

comprehension of the text as students complete journal entries and answer questions.
Student Feedback:
Assignment will be graded and students will be given feedback to review.
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This lesson is part of a unit on the 13 original colonies. I built on prior knowledge that the students have learned throughout the unit. The
students were assessed throughout the lesson for knowledge and comprehension.
Students will participate in an interactive read-a-loud and share their understanding with other students during think-pair-share activity.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.
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Writing for Information in Social Studies
MINI LESSON PLAN
S.L.5.1 Engage effectively in a range of collaborative discussions Emerging: Interpretive: Listening actively -
their own clearly. oral presentations by asking and answering basic
S.L.5.2 Summarize a written text read aloud or information Expanding: Productive - Write increasingly
presented in diverse media and formats, including visually, concise summaries of texts and experiences using
quantitatively, and orally. complete sentences and key words (e.g., from notes
W.5.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
Bridging: Productive: Support opinions or
persuade others by expressing
L.5.1 Demonstrate command of the conventions of standard appropriate/accurate reasons using detailed
English grammar and usage when writing or speaking. textual evidence (e.g., quot- ing the text directly or
speci c events from text) or relevant background
L.5.2 Demonstrate command of the conventions of standard knowledge about content, with mild support.
Content Standard:

colonial era.
Massachusetts).
ELA Language Objective: Students in Grade 5 will ELD Language Objective for Grade Level
use their research skills to Identify the major
individuals and groups responsible for the founding
of the various colonies and the reasons for their After this lesson students will be able to write an
founding. essay about major individuals and/or groups
responsible for the founding of the colonies.
ELA Content Objective: During this lesson,
students in grade 5 will practice the English
language during oral communication in a group of
his/her peers. Students will engage with various
texts, pictures, and multimedia during their inquiry.
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Cog. Taxonomy:
Remembering: Students recall what we have learned
about the 13 original colonies. They will listen to the
story.
Understanding: Students will explain and discover
new information, review what they already know
about the 13 colonies, discuss within small groups
and whole class the new information.
Apply: Students show and explain the origins of 13
colonies. They write a reflection explaining what
they have learned.
DOK Levels:
Level 1: Recall – identify, list, label, illustrate, report,
name, tell, recall, arrange.
Level 2: Skill/Concept- relate, categorize, collect and
display
Learning Focus
Central Focus Statement:
Students will select a major founder and group form among the 13 original colonies and they will write a
persuasive essay that supports their opinion.

your lessons.
The essential literacy strategy is for composing text. Students will be asked to select a major founder and
group form among the 13 original colonies and they will write a persuasive essay that supports their
opinion. Students text will be composed of three to four paragraphs.

 Students will be writing an essay to in which they will show their overall understanding of the roles of the major founders of the
13 colonies.
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strategies meet Strategies: (provide text
o Social Studies Journal strengths/weakness of students chapters/reference)
o White board so that all students meet the
o Projector/elmo
targeted outcome.  Background knowledge
o Pens/pencils
scaffolding (Tompkins p. 56-59)
o Computer/Internet
o Social studies journal  Use technology (SDAIE)
o K-W-L charts  Videos and visuals (SDAIE)
o Story retelling  Think-Pair-Share (SDAIE)
 Guided interactive read-a-louds
(Tompkins)

Students will be lead in a class attention on the learning goals? standards with these students?
discussion about what they have
learned up until this point about Students will select a major Listening skills will be essential
the 13 colonies and the major founder and write a persuasive for students as they will need to
founders. essay stating why they would listen to gather more information
choose this founder and want to for their assignment.
Misconceptions: Identify live in that colony.
common misconceptions
regarding concepts addressed in
this lesson

Stages
Introduction:  State objective/provide purpose for learning: The students in grade 5 will write an essay about major individuals
and/or groups responsible for the founding of the colonies.
 Motivation for learning: The teacher will play a youtube video to engage students in learning and provide an
Before overview of what we will be learning about.
Teaching -  https://youtu.be/gVxad8R4Nig
Setting the  Students will also refer back to previously created K-W-L charts to help build their persuasive arguments.
stage.
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 Students will use the steps in the writing process beginning with prewriting. The
During/active students may work in groups if some students choose the same founder however they
engagement will be responsible for composing their own essay. Students will begin to select their
in learning founder that they would like to research or know more about. I will then give the
student more information about the assignment.
 The assignment will be modeled. I will select a founder (William Penn). I remind the
students about the purpose of the assignment. They will need to persuade their peers
as to why their founder or colony is better.
 I will remind the students that they will need to be mindful of the audience they are
writing to.
 Then students will need to gather and organize their ideas for writing their essay.
Students will be allowed time to discuss with their peers about important facts.
 Students will begin the first draft of their essay. Students will be allowed to work
together but they must write their own paragraph.
 Students will be monitored as the teacher walks around the class. Teacher will also be
available to answer and questions if need be.
Teaching Explain:
 The teacher will walk around the classroom, monitor, and actively listen for
comprehension.
 Students will be able to have a peer read over their rough draft.
 Teacher will assess student learning through observation during class discussion and
reading students social studies journals.
Formal: Rubric knowledge to complete the learning objective and
assignment.

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1. Provide tools that will offer additional information on creating thesis statements
3. Provide technological support.
course resources.
student(s).
can also use the
information gained
assignments.
50 Literacy
Strategies
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pivotal points.
50 Social Studies
Strategies
John Winthrop,
colonies.
colonies. colonies.
Language Function
Toolkit/other
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have comprehended the text and overall theme of the unit.
The second strategy that I will use for
assessment is an oral report during Evidence of Student Understanding:
think-pair-share activity.
The students will provide feedback through group discussion as
evidence of understanding.
Student Feedback:
The students will be given feedback through group discussion

during think-pair-share
After the lesson on listening and talking the students in grade 5
will be able to read and answer questions with 95 percent
accuracy regarding the founding of the original 13 colonies.
The second assessment tool used will be
a rubric. Evidence of Student Understanding:
This assessment tool will provide evidence of student

understanding and comprehension of the text as students
complete journal entries and answer questions.
Student Feedback:
Assignment will be graded and students will be given feedback to

review.

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comprehension.
Students will participate in an interactive read-a-loud and share their understanding with other students
during think-pair-share activity.
Planned Supports:
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Professional Reflection
Provide a thorough answer for each question.
1. Mini Society 50 Social Studies Strategies p. 154-158
Select one Social
Studies Strategy  Teacher can use an activity such as having students create a mini society to extend
from your text their knowledge in social studies. Students will get the opportunity to see what it is
and explain how like to help build and become part of a society just like the original 13 colonies.
it can be used to:  Students will be given the chance to extend their literacy skills as they discuss and
create roles and responsibilities for those in their new society. Some tasks will
 Extend social require the use of language/interpersonal skills.
studies  This would be an engaging activity to do along side any historical or government
knowledge, unit that is being used the classroom. Students will jump at the opportunity to create
their own society and this will give them an opportunity and an idea of what it is like
 Extend to step into roles and various positions in society.
literacy
learning
 Engage
students at a
deeper level
of learning
2. Interactive read-a-loud 50 Literacy Strategies p. 50
Select one
Literacy Strategy  Teachers can use interactive read-a-alouds that align with their social studies theme.
from your text They can extend students knowledge as students interact through the read-a-loud.
and explain how Teachers can introduce students to new vocabulary and gauge comprehension skills.
it can be used to:  Teachers will demonstrate fluent reading skills and comprehension. By modeling
these skills students will develop literacy learning skills. Graphic organizers can be
 Extend social used as a tool to help students gather more information on a topic for writing.
studies  Teachers can engage students through interactive read-a-louds with questions giving
knowledge, students an opportunity to develop a deeper level of learning.
 Extend
literacy
learning
 Engage
students at a
deeper level
of learning.
3. 1. K-W-L Charts – 50 Literacy Strategies p. 57-59
Feedback: Select  The class can work together or individually to complete a K-W-L chart. When
2 strategies for completing the chart students will list what they know, what they want to know, and
providing what they have learned by the end of the lesson. Teachers can provide students with
immediate feedback based on the completion of this chart. As students are organizing the
feedback on information teachers can see and assess if students are comprehending the
learning from information being given.
any of your texts. 2. Rubrics
Provide evidence  Rubrics are a great tool that teachers can use to provide students with feedback.
that it is research When students are given instant feedback they are aware of whether not they are
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based. understanding the material being presented by the teacher. The teacher can also
determine if the student needs and additional help or support so they can be
successful.

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Objectives and Standards……………………………………………. 3

Direct Instruction Lesson Plan……………………………………….. 13

Concept Attainment Lesson Plan…………………………………….. 27

Generalization Lesson Plan………………………………………….. 38

Inquiry Lesson Plan………………………………………………….. 48

Vocabulary Lesson Plan……………………………………………... 57

Listening/Talk Lesson Plan………………………………….............. 65

Writing Lesson Plan…………………………………………………. 72

Concept Attainment Lesson

Vocabulary & Handwriting Lesson

Social Studies Standards

College and Career Readiness Anchor Standard CCSS

CCSS ELD Standard

General Student List with Three Focus Students

12 Boys Unknown 2 high students identified 3 Hispanic, 5 8 students with no special

Lesson 2: Concept Attainment

Lesson 5: Vocabulary & Handwriting

You Wouldn’t Want to be an American Colonist by Jacqueline Morley

It’d take alot as we soon would see

It would take many people to pave the way

The more we learn and the more we read

EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC

This rubric will be used to assess Direct Instruction lesson plans.

Laptop and Screen

Vocabulary - List key vocabulary terms needed for this lesson

Literature - List supporting literature or reading materials

You Wouldn’t Want to Be an American Colonist! by Jacqueline Morley

 Social Studies Standard

 CCSS ELA Standard

 CCSS ELD Standard

 College and Career Readiness Anchor Standard CCSS

Essential literacy strategy: Summarizing (Summarizing strategy must be taught)

Related skills for the essential literacy strategy:

Academic vocabulary/symbols: ex. List/use vocabulary in sentence

Syntax: (Use language frames in Language of … section in Toolkit)

3. ASSESSMENT STRATEGY (10 points)

Proficient (5 points) Basic (3 points) Below Basic (1 point)

1. LESSON OPENING/PURPOSE (5 points)

2. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

 RESTATE OBJECTIVE IN STUDENT TERMS

 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

K (What we know) W (What we want to learn) L (What we learned)

 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Provide a rationale for your selection of a strategy for providing comprehensible

Explain how your strategy incorporates EL student’s background.

 MODELING SDAIE: Demonstrations and modeling

 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

7. CLOSURE EL/SDAIE: Questioning for review

 Ask students to share what they wrote for their facts.

Learning facts about 13 original colonies.

8. INDEPENDENT PRACTICE (Homework) needs to be something they can do independently

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide

1. Complete the charts below to summarize required or needed supports, accommodations, or

 With Individualized Education Programs (IEPs) or 504 plans

Students with IEP and 504 plans

Weakness that you will support

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,

Have students use pre-taught key words and graphic organizers to

Weakness that you will support

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,