Direct Lesson Grade: Fifth Subject/Content Area(s): Social Studies NCSCOS Goal(s): 5.H.

1 Analyze the chronology of key events in the United States NCSCOS Objective(s): 5.H.1.1 Evaluate relationships between European (French, Spanish, English) explorers and American Indian groups, based on accuracy of historical information (beliefs, fears, and leadership) 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies Lesson Objective: This is what you have decided you want them to learn. You have to decide this first before you can develop ANY part of your lesson. If your NCSCOS objective is for them to learn about the civil war, your lesson objective is specifically what exactly you want them to learn and what they should understand about the civil war in this 45 minute lesson and how they will demonstrate to you that they have learned it. You can write it as a BEHAVIORAL OBJECTIVE or follow UBD. A behavioral objective must include all four parts audience, behavior, condition, degree. The Student will KNOW what life was like as a colonist And be ABLE to write a letter as if they were living during that time including facts Materials: 1. Books on Colonial life and jobs 2. Poster board 3. Art Materials 4. Tools of the Trades 5. Pictures of Colonist homes and towns My visual(s) is Pictures of Colonist doing different jobs, and what their towns and homes looked like. Blooms: This lesson asks the students to perform at the sixth level of Blooms Taxonomy. Procedures: 1. Focus and Review: Get your students interested in what you are about to teach them, link to prior knowledge. Do not ask them how they are or what they did this weekend, etc. This MUST relate to what you will be teaching them. Lets think about when the colonist first came here. This was their new home. We already talked about why they came to the New World but what jobs did they do here? What was there life like? Any ideas? 2. Statement of Objective: Tell them what they are going to learn, what you are going to teach them. Do not begin teaching here. Today we are going to go back in time. We are all going to be colonist. We are going to look at jobs colonist would have had and we are each going to pick one. Then like the colonist we are going to write a letter back to our families in England and tell them all about the New World and our life here.

3. Teacher Input: Teach to the objective. Teach them content. Ask questions to check for understanding. TI should include description of teacher actions, instructional techniquesmodeling, demonstrations, directions, monitoring and adjusting for understanding, adapting instruction for individual learning needs, and questioning. TI should also include a description of what the children are expected to do. Script exactly what you plan to say and do. Include expected student responses. You should be teaching them what your objective says you want them to learn and what you attempted to interest them in in the focus and review and you should be doing here what you told them they were going to learn about. This should prepare them for what they will do in guided and independent practice. First we have to think about life as a colonist. There were no cell phones no computers or television back then not even electricity. What about their homes what did they look like? Lets look at some homes [show pictures of colonist homes] what does it look like they are made of? (Logs, Trees, Wood) Are they like the homes we have today? (No they look different; yes homes today are made of wood too). Children your age might have been in school but many of them would have been working with their parents on a farm or in some type of job. Parents had to work to earn money for their families much like your parents do today. What jobs do you think they had and which jobs were more important? Remember there was no electricity, cell phones, computers, video games and so on (Farmers, Blacksmiths, Carpenter, Banker, Store Owner, Milliner, Teacher) [write jobs on the board]. I want you each to choose one of these jobs. There are specific areas set up in the room for each of the jobs [show where each job is located in the room]. Each area contains books that talk about the jobs and tools/pictures of tools that the colonist in each job would have used. Your job today is to work with the other people in your job group to determine what you would have done as a colonist in that job. Then at each area you will find a poster board as a group you will work together to make that poster board represent your job. It must describe your job and the tools used as well as tell why your job was important then. After they are completed we are going to group share and you and your group will act out your job to the class and talk about what you learned about the job. Then you will pick a job which can be different or the same as what you choose before and write a letter to your family in England about your life in the New World and what you are doing at your job. 4. Guided Practice: Student practice of new skill with help of teacher and/or peers. Here, the students should practice with your help or their peers help what you will ask them to do independently next. Each student will choose a job from the board they will examine the tools they would use as well as the books and other information provided collecting information. Then they will develop their poster boards. Once they are finished they will bring their poster boards to the front act out their jobs, describing what each tool is used for then explain their importance. The class will then analyze which jobs seem more important, by justifying their reasons and we will organize them in order of importance. 5. Independent Practice: Given after you have seen the child perform the behavior at about 80-85% accuracy in the guided practice. Allows the child to practice the new skill independently in a different context, situation, or activity. This activity should match your lesson objective and your assessment strategy. On their own students will compose a letter of their own as if they were really living during colonial times. They address it to a family member who would be living in England while they were in the colonies. They should talk about the New World

6. Closure: Summarize the information the student have just learned and check for student understanding by asking questions. Do not simply ask them if they had fun or tell them youll forward to seeing them again. You need to wrap up your lesson. Review poster boards and jobs of colonist. Have students explain each jobs importance and why it is important that everyone have some type of job in the community. Ask students which job they would have chosen after learning about each job. Let them explain and defend why they would choose one job over the other. Explain jobs were really important in colonial society and ask if they are different from today? How was life different from today?

Lesson Plan Reflection (to be completed after you teach and should be included in your portfolio) 1. Student Performance: How did the students react to the lesson? Did they learn the material? How do you know?

2. Teacher performance: Reflect on how well you delivered instruction. What went well and what did not? Why? What would you change? What would you keep the same? Which parts of the lesson were confusing and/or not helpful for the students?