Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: Milynel Ortiz, Amanda Grant, Cheyenne Williams

Word Processed By: Google Docs
Thematic Unit Theme/Title/Grade Level: The Thirteen Colonies / / 5th Grade
Weebly address: https://ucfgr513coloniessp18.weebly.com/
Daily Lesson Plan Day/Title: Day 5 // REVIEW/ASSESSMENT + COLONIAL REGION PROJECT

Learning Goals/Objectives Learning Goal:

What will students accomplish be able
to do at the end of this lesson? Be sure
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!
NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://www.cpalms.org/Public/
- The student will understand different aspects of colonial life throughout
the New England, Middle and Southern Colonies.
Learning Objectives:
1. The student will be able to identify political, economic, and social
aspects of daily life in the 13 colonies.
2. The student will be able to compare and contrast characteristics of the
New England, Middle, and Southern Colonies.
3. The student will be able to identify one historically significant figure
who contributed to the development in the 13 Colonies.
4. The student will be able to identify and understand the economic,
political, and socio-cultural motivation behind the settlement of the 13
Colonies.
NCSS theme(s):
1. Culture
2. Time, Continuity, and Change
3. People, Places, and Environment
5. Individuals, Groups, and Institutions
6. Power, Authority, and Governance
7. Production, Distribution, and Consumption

Florida Standard(s):
1. LAFS.5.RI.3.9: Integrate information from several texts on the same
topic in order to write or speak about the subject knowledgeably.

Next Generation Sunshine State Standards:

1. SS.5.A.4.1: Identify the economic, political and socio-cultural
motivation for colonial settlement.
2. SS.5.A.4.2: Compare characteristics of New England, Middle, and
Southern Colonies.
3. SS.5.A.4.3: Identify significant individuals responsible for the
development of the New England, Middle, and Southern colonies.
4. SS.5.A.4.4: Demonstrate an understanding of political, economic, and
social aspects of daily colonial life in the thirteen colonies.
5. SC.35.CS-CC.1.2: Describe key ideas and details while working
individually or collaboratively using digital tools and media-rich
resources in a way that informs, persuades, and/or entertains.
 Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Assessment Unit Pre-/Post Assessment:
● How will student learning be assessed?
Authentic/Alternative assessments? Kahoot! Quiz
● Does your assessment align with your
objectives, standards and procedures? (Pre-assessment is to be given the week prior to the start of the unit.)
● Informal assessment (multiple modes):
participation rubrics, journal entries, https://play.kahoot.it/#/k/70661e80-488b-47cd-90d1-3e04de2b6e59
collaborative planning/presentation notes,
etc.

Teacher Link Student Link

Ongoing Formative (progress-monitoring/daily) Assessment:
Journal Entries:
At the end of the unit, students will have a collection of journal entries
responding to a prompt using the information they’ve gathered from each
region of colonies.
Scale for Understanding:
Students will then self-assess their understanding of the learning goal and
concepts from each day by using the scale that will be included in students’
journal. They will do this by placing a paperclip over the number that
represents their understanding. Students will gauge their understanding before
the post-assessment.

4 I know this VERY well. I feel like I could teach this to someone else.

3 I know this material.

2 I feel like I am still learning this. I still have some questions and am
unsure sometimes. I might need some help.

1 I have A LOT of questions. I am not sure what to do most of the

time. I need help.

Portfolio Assessment:
The students will place the station work, graphic organizer, and other material
from each day in their journal. The work should be divided by day. The scale
for understanding and daily journal entries will also be included in their
journal. At the end of each section, the folders will be evaluated for
completion. The teacher will be able to see if the student understood the
material or not.
 Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Design for Instruction 1. Hook: The teacher should have the lyrics to the 13 Colonies song that
Student Activities & Procedures was introduced one day 1 of the unit up on the board for students to
● What best practice strategies will be
implemented?
● How will you communicate student
follow along with. As the teacher plays the audio file of the song,
expectations? students will sing along while the teacher simultaneously sings and
● What products will be developed and created
by students? points to each word as they go along. This activity will help to engage
● Consider Contextual Factors (learning
differences/learning environment/learning students, connect each day together, and help students retain the names
styles) that may be in place in your future
classroom. of the 13 Colonies.
Exceptionalities
What accommodations or modifications do (Tune of “The Addams Family” )
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi Massachusetts,
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
New Hampshire,
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.) Rhode Island,
http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga New York!
nizer
*snap snap*

Connecticut,
Pennsylvania,
New Jersey,
Delaware,
*snap snap*

Maryland,
Virginia,
North and South Carolina,
and Georgia,
Those were the
13 Colonies!
*snap snap*
UDL 1.2: Offer alternative for auditory information
UDL 4.2: Optimize access to tools and assistive technologies
ESOL # 17: Provide contextual support through audio visual,
models, demonstrations, realia, body language and facial
expressions
ESE: There will be an exceptional student in the classroom and he
is hearing impaired. He will have the FM system, so I will be
wearing the microphone during this lesson to make sure he
understand the material. During this portion, the student will have
the lyrics print out to make it easier to follow along with his peers.
He will have all the information beforehand and a partner will be
working with him due that he works best with peer models. He will
have access to videos with closed captioning.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
2. Review of this previous week:
★ The teacher will first draw three columns on the board and then
label each one; one for the New England Colonies, one for the
Middle Colonies, and one for the Southern Colonies. The class
will use labeled picture magnets that represent different aspects
from each of the regions to then move them into the column of
the correct region it relates to. The teacher will model the task
first by placing a magnet under the New England Colonies
Column. Throughout the week each column was filled in, so for
review day, all three columns will be filled in. For example
there will be magnets of all thirteen colonies that are in the
shape of each “state” and labeled with their names and students
must come up to the board and place them under the correct
column. Students will then volunteer, or be chosen if there are
no volunteers, to go up to the board and place one of the
magnets in the correct column.
***The teacher should use this time to remind students to
reference their regional graphic organizers that were completed
on previous days***
★ play The Thirteen Colonies song produced by Flocabulary to
connect students back to major concepts introduced throughout
the week.
UDL 3.1: Activate or supply background knowledge
UDL 3.2: Highlight patterns, critical features, big ideas, and
relationships
ESOL # 15: Reinforce the key ideas you present again and again
ESE: For students with a hearing impairment, be sure to print
out a copy of the images with their labels so that the student
may look over at their desk if necessary. You may utilize the
microphone in order to amplify your voice. Alo make sure to
have lyrics, either printed or projected, for The Thirteen
Colonies song produced by Flocabulary
3. The teacher will set a purpose for the days learning activities and
review any key vocabulary that students have encountered throughout
the learning stations.
4. Purpose: Reviewing about the location, geography, resources, economy,
government, and social aspects of the Thirteen Colonies, and assessing
what I have learned.
Key Vocabulary: Quizlet will be utilized to present key vocabulary that
has been introduced throughout the week. A flashcard set will be
projected and reviewed as a class. Spanish translations will be provided.
Vocabulary: slavery, cash crops, triangular trade, economy, climate,
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
merchant, blacksmith, logging, Puritans, Quakers, etc.
UDL 2.1: Clarify vocabulary and symbols
UDL 2.4: Promote understanding across languages
ESOL #5: Teach technical vocabulary supporting key concepts
ESOL # 24: Incorporate the culture and the language of second
language learners in your curriculum
ESE: Be sure to write the purpose, vocabulary words, and
definitions on the board or create a handout for students to look
over personally at their desk if needed. You can also utilize the
microphone.
5. Students will be placed into groups of 4. They will be given the option
to create a poster, brochure using 8.5” x 11” tri-folded paper, or a
brochure template using the website Canva.
Have students create either a poster or a brochure advertising one of
regions of the 13 colonies. Show an example of a brochure and
advertisement to ensure they understand their expectations.

The advertisement should encourage people to move to their selected

colony region (New England, Middle, or Southern) and should include:
• Region Name (including a catchy slogan)
• Location (including a map)
• Geography (What is the land like?)
• Jobs (What do most people do for a living?)
• Religion (What religion(s) do the colonies in your region welcome?)
• Climate (What is the typical weather?)
• Agriculture (Can you grow crops easily?)
• Government (How are the colonies in your region governed? Can only
certain people vote?)
• Education/Recreation (What do people do for fun? Are there schools?)
• Other Reasons (What makes your region special?)
Make sure your ad is appropriate for the region you choose. Think
about the economy of your region’s colonies and what people's lives
there were like during the 1700s. For example, you might create a
“Help Wanted” poster seeking workers for a tobacco plantation in
Virginia or for an artisan/apprentice in Massachusetts. You might
advertise religious freedom in Rhode Island or tolerance in
Pennsylvania. You may even encourage people to come to Georgia to
start a new life.
Remember, you are trying to persuade fellow settlers to move to your
area; focus on the positive things that your area has to offer.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Advertisements are meant to sell things, so it is important that your ad
be attractive and interesting. No one will read a boring ad or brochure.
Use descriptions along with colorful illustrations and maps to help
make your advertisement stand out.
UDL 1.1: Offer ways of customizing the display of information
UDL 4.1: Vary the methods for response and navigation
UDL 5.1: Use multimedia for communication
UDL 5.2: Use multiple tools for construction and composition
UDL 6.2: Support planning and strategy development
UDL 7.1: Optimize individual choice and autonomy
ESOL # 8: Use direct instruction: Modeling, explaining,
scaffolding, name the strategy and show how to use it.
ESOL # 31: Write instructions and problems using shorter and less
complex sentences
6. Student groups of 4 will then present their advertisements to the class.
They will use the guided questions from above to direct their
presentation. Each student should have an opportunity to speak and they
should each be able to explain their reasoning for choosing to
implement the elements that they did. Presentations should be concise,
lasting about three minutes each. Presentations will be assessed using
the following rubric
3 2 1

Organization The advertisement The advertisement The advertisement’s

has excellent has some organized format and
formatting and very information with organization of
well organized random formatting. material are
information. confusing to the
reader.

Ideas The advertisement The advertisement The advertisement

communicates communicates communicates
relevant information relevant information, irrelevant
appropriately and but is not appropriate information, and
effectively to the to be effective for communicates
intended audience. the intended inappropriately to
audience. the intended
audience.

Conventions All of the writing is Some of the writing Most of the writing
done in complete is done in complete is not done in
sentences and is easy sentences. complete sentences,
to follow. Some of the or is difficult to
Capitalization and capitalization and follow.
punctuation are punctuation are Most of the
correct throughout correct throughout capitalization and
the advertisement. the brochure. punctuation are not
correct throughout
the brochure.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Graphics The graphics go well The graphics do not
with the text, and go with the
there is a good mix accompanying text
of text and graphics. or appear to be
randomly chosen.

ESOL # 48: Use group assignments, portfolios, learning journals

and non-print options as alternative assessment
ESE: For students with a hearing impairment, the FM system and
microphone will be utilized throughout presentations.The group
projects will also be projected on the screen to offer a second way to
get information.
7. Closure: The class will have a guided discussion as the unit comes to a
close. Ask the following questions to guide instruction:
★ Which colony (or colonial region) would you live in if you
could? Why?
★ What is something that surprised you about how our country
was founded?
★ How does daily life in the colonies differ from our own daily
lives?
★ How did the emotions of influential people incite change?
★ How could these past events have influenced the state of our
nation today?
ESOL # 15: Reinforce the key ideas you present again and again
ESE: For students with a hearing impairment, the FM system and
microphone will be utilized throughout presentations. You can also
provide a hard copy or projection of discussion questions.
8. Post-assessment: Students will be assessed using Kahoot! They will
take the same 20-question assessment that they were introduced to at
the beginning of the unit.
Resources/Materials ALL resources should be bulleted here including but not limited to: internet sites, professional
resources- books, journals (titles and authors), children’s literature, etc.
● Lyrics of the 13 Colonies song
● Audio file of the 13 Colonies song
(https://drive.google.com/file/d/1wHUL-slO5UIcJifVlUdCvoeV9dDG-
EWY/view?usp=sharing)
● Flocabulary song https://www.flocabulary.com/unit/colonial-
america/
● Canva - brochure templates https://www.canva.com/
● Quizlet flashcards https://quizlet.com/latest
● Students’ 13 Colonies Journal with scale for understanding
● Writing utensils for students
● Projector
● Colored pencils/crayons
● 1:1 electronic devices to complete Kahoot! quiz
● Kahoot! quiz https://play.kahoot.it/#/k/70661e80-488b-47cd-90d1-
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
3e04de2b6e59
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to
the unit plan ideas.