Sie sind auf Seite 1von 2

Comparing the Colonies

Name: Hannah Bruesehoff Grade level: 5th grade Date: October 5, 2017 Length of lesson: 1 hour (1-20 minute lesson and 1-40 minute independent activity)

Title/theme/focus of lesson: Comparing the Colonies

Common Core State Standards:

5.4.1 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.

5.4.5 Understand how the British colonial period created the basis for the development of political

self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.

Essential lesson question(s): Why did the early colonists settle in different regions? How can factors such as geography, economy, and religion affect where someone will live?

Learning outcomes/objectives: The learner will be able to outline the between in economy, weather, and people in the Northeastern, Middle, and Southern colonies during the colonial age.

Vocabulary:cash crop, plantations, lumber, swampland, craftsman

Assessment: Formative assessment throughout the lesson by checking student work and input.

Materials: List the lesson materials/supplies that both the teacher and learners will need. Images of the New England, Middle, and Southern colonies Anchor chart paper (1)- prepared with topic headers Markers Student worksheets (13) Writing notebooks Pens for students 3 Table tents (labeled New England, Middle, and Southern colonies) Slips with randomly assigned reasons for moving to America (economic, religious, opportunity, etc) Bowl

Room environment: Describe the seating arrangement or anything to be prewritten on the board.

● Desks are in 3 groupings with space on the floor for gathering together

● Objective and key vocabulary will be written on the board

Accommodations & Modifications for all learners:

· English Learners: the visuals will help students to greater understand these regions and see the

differences between them. Student(s) may be paired with a bilingual student to assist with translation. Key domain specific vocabulary words are frontloaded to increase comprehension.

· Special Needs (504, IEP): we will fill out an anchor chart together with key points to review and provide

clarity on confusing concepts. Student may write a shorter letter or use a computer so they can write faster.

· GATE and/or Multiple Intelligences as needed: Student can complete additional research through

additional readings or the Internet on these regions to get a more complex understanding of these regions. Their additional research can be integrated into their letter if they choose.

Instructional Procedure: Include these elements in your teaching though the order may vary depending on the lesson:

Anticipatory Set/Orientation: Acknowledge the differences between the colonies and orally explain how different each colony was from one another.

Guided Practice and Monitoring: Give each student a handout and tell them that they will explore the colonies in groups of 2 or 3. The point of this activity is not correct information, rather about making predictions through exploration. Give each station 4 minutes of exploration of photos and to fill out worksheet.

Teaching/Instructional Process (input and modeling):After groups have gone through every station, we will meet back together and fill out an anchor chart with the information gathered. Students can fill in their worksheets with any missing information.

Monitoring/Check for understanding: Students will be sharing information they gathered at every station. Every group will need to contribute information gathered for each colonial region.

Closure: Reinforce major points from the lesson and assign reading from Social Studies Alive! textbook to deepen knowledge on the topic and fill in their notes chart more thoroughly.

Independent Practice: The next class session, Students will be assigned types of work they are trained to complete which will pulled at random. Based off the information gathered about the colonial regions, students will write a persuasive letter to their family back in England about which colony they should move to and why.

Sources:Dr. Mullen, “Introducing Canada Activity” ; Dawn Vinas, Anchor Chart; Bert Bower and Jim Lobdell, History Alive! America’s Past