5thGradeUnitPlan
SocialStudiesComparingtheColonies
Createdby:KylieDaniels
1
TableofContents
UnitOverview pp.37 LessonPlan1 pp.811 LessonPlan2 pp.1215 LessonPlan3 pp.1619 LessonPlan4 pp.2022 LessonPlan5 pp.2326 LessonPlan6 pp.2729 LessonPlan7 pp.3033 LessonPlan8 pp.3436 LessonPlan9 pp.3739 StudentResources pp.4043
ResearchGuide ProjectPlanningGuide
StudentWorkSamples pp.4445 FinalProject(Billboards)
StudentWorkSamples pp.4647 UnitWrapupWritingActivity
2
ComparingtheColoniesSocialStudiesUnit
Name:KylieDanielsDate:February1629,2016Unittopic:StudentslearnaboutthesimilaritiesanddifferencesamongtheNewEngland,Middle,andSoutherncolonies.SpecificCurriculumAreasIntegratingwithintheUnit:SocialStudiesandReadingGradelevel:5thgradeEssentialquestion:Howwerethethreecolonialregionsalikeanddifferent?AdditionalGuidingQuestion:HowdidgeographicfactorsaffectlanduseintheNorthAmericancolonies?Standards/Benchmarks:*Geography:HumanEnvironmentInteraction:5.3.4.10.1ExplainhowgeographicfactorsaffectedlanduseintheNorthAmericancolonies.Geography:PlacesandRegions5.3.2.3.1LocateandidentifythephysicalandhumancharacteristicsofplacesintheNorthAmericancolonies.*History:UnitedStatesHistory:5.4.4.16.1IdentifyvariousmotivationsofEuropeansforexplorationandsettlementinAsia,Africa,andtheAmericasfromthefifteenthtoearlyseventeenthcenturies.(ColonizationandSettlement:15851763)History:UnitedStatesHistory:5.4.4.16.2Describeearlyinteractionsbetweenindigenouspeoples,EuropeansandAfricans,includingtheColumbianExchangeidentifytheconsequencesofthoseinteractionsonthethreegroups.(ColonizationandSettlement:15851763)RI.5.2.3.3.KeyIdeasandDetails:Explaintherelationshiporinteractionsbetweentwoormoreindividuals,events,ideas,orconceptsinahistorical,scientific,ortechnicaltextbasedonspecificinformationinthetext.SL.5.8.8.8.Speaking,Viewing,ListeningandMediaLiteracy:MediaLiteracy:Createanindividualorsharedmultimediaworkordigitaltextforaspecificpurpose(e.g.,tocreateorintegrateknowledge,toshareexperiencesorinformation,topersuade,toentertain,orasartisticexpression).
3
AcademicLanguageObjectives: ALO1:Studentswillbeabletocompareandcontrastthecoloniesusingacademic
vocabularysuchaseconomy,government,geography,religiousfreedom,assembly,voting,etc.
ALO2:Studentswillbeabletopersuadetheirclassmatestosettleintheircolonyusingacatchyslogansuchas,GetrichgrowingtobaccoinVirginia!orMakeyourdreamscometrueinthefertilesoilofVirginia!
KeyVocabularywithdefinitionsappropriateforusewithstudents:
Apprentice:apersonwholearnshowtodoajobbygettingexperienceworkingwithaskilledworker
Assembly:agroupoflawmakers Economy:thewaythataregionorcountryusesresourcestoproduceandsellortrade
goodsandservicestomeetpeoplesneedsandwants Grant:togivesomethingtosomeoneoflowerrankasafavororprivilege Industry:agroupofbusinessesthatproducethesamegoodsorservices Plantation:alargefarmwherecropsaregrownbyfreeworkersorslaveswholiveon
theland Indenturedservants:apersonwhoworkstopayoffmoneyowedforadebt,suchasa
passagefromEurope WestIndies:islandsthatarebetweensoutheasternNorthAmericaandnorthernSouth
America
4
UnitOutline:
5
Descriptionofunit:ThegoalofthisunitisforstudentstobeabletocompareandcontrasttheNewEngland,
MiddleandSoutherncolonies.Specifically,theywilldemonstrateanunderstandingofthe
similaritiesanddifferencesamongthethereasonsforfounding,geography,economyand
governmentofthethreecolonialregions.Thisisimportantsincethethreeregionshad
significantlydifferentgeography.Thedifferentnaturalresourcesandclimateofeachregion
affectedtheregionseconomyandwayoflife.Duringthisunit,studentswillalsodigdeeperand
asaclassresearchsixofthethirteenEnglishcoloniesinNorthAmericausingthetextbook,
SocialStudiesAlive!AmericasPast.Studentswilllearnaboutthesesixdifferentcolonies
throughajigsawactivitythatwillbecompletedoverthecourseof6days.Forthisproject,
groupsof4or5willcreateabillboardforoneofthecoloniesthataimstopersuadeothersto
settleintheircolony.Apartfrompresentingtheirbillboardsonpresentationday,thestudentswill
alsotakeontheroleoftheteacher,andexplicitlyexplaintotheirclassmatesimportant
informationabouttheirassignedcolony.Studentswillusethereadingnotessheettosharethe
specificreasonsforfoundingthecolonyaswellasthegeography,economyandgovernmentof
theirassignedcolony.ThesixcoloniesthatwillbestudiedincludeMassachusettsBay,Rhode
Island,NewYork,Pennsylvania,Maryland,andGeorgia.
TheComparingtheColoniesunitwillbetaughtoverthecourseof9daysandwillmeet
numerousMinnesotaStateStandardsinsocialstudiesandlanguagearts.Thisunitintegrates
geography,history,andreadinginameaningfulandeffectiveway.Thesummativeassessment
isespeciallycomprehensiveasitaimstoassessstudentsachievementinsocialstudies,
readingcomprehension,writing,andspeaking.Finally,thisunitplancontainsmanyadaptations
andmodificationstodifferentiatelearning.Throughouttheunitplan,therearefrequent
suggestionsfordifferentiatinginstructionandprovidingextrascaffoldingorsupportforEnglish
languagelearnersandstudentswithspecialneeds.Theonlineversionofthetextbookinitself
providesfordifferentiation,astherearemanyextrafeaturesforstudentstousebasedontheir
specificneeds.Thisunitplanalsoprovidessuggestionsforenrichment.
6
DailyLessonPlans(attached)1. Lesson1:UnitIntroductionandAcademicVocabulary2. Lesson2:ResearchIntroduction,ModelingandWorkTime3. Lesson3:JigsawProjectIntroductionandWorkTime4. Lesson4:JigsawProjectWorkTime5. Lesson5:JigsawProjectWorkTime6. Lesson6:JigsawProjectWorkTime7. Lesson7:FinishBillboardProject(WorkTime)8. Lesson8:FinalProjectPresentations9. Lesson9:ComparingtheColoniesUnitWrapUp
Publishedresourcesforcreatingunit:Ihaveusedlesson7(ComparingtheColonies)intheTCItextbookasaguidetocreatingthisunitplan.SocialStudiesAlive!AmericasPastTeachersCurriculumInstitute,2010
7
LessonPlan
Name KylieDaniels
DateTaught Tuesday:2/16/16
LessonTitle ComparingtheColoniesLesson1
CoTeachingModel OneteachOneassist
Subject SocialStudies
TimeNeeded 45minutes
Grade 5thgrade
StudentsInvolved WholeClass(26students)
MinnesotaAcademicStandards: Geography:HumanEnvironmentInteraction:5.3.4.10.1ExplainhowgeographicfactorsaffectedlanduseintheNorthAmericancolonies.Geography:PlacesandRegions5.3.2.3.1LocateandidentifythephysicalandhumancharacteristicsofplacesintheNorthAmericancolonies.History:UnitedStatesHistory:5.4.4.16.1IdentifyvariousmotivationsofEuropeansforexplorationandsettlementinAsia,Africa,andtheAmericasfromthefifteenthtoearlyseventeenthcenturies.(ColonizationandSettlement:15851763)History:UnitedStatesHistory:5.4.4.16.2Describeearlyinteractionsbetweenindigenouspeoples,EuropeansandAfricans,includingtheColumbianExchangeidentifytheconsequencesofthoseinteractionsonthethreegroups.(ColonizationandSettlement:15851763)RI.5.2.3.3.KeyIdeasandDetails:Explaintherelationshiporinteractionsbetweentwoormoreindividuals,events,ideas,orconceptsinahistorical,scientific,ortechnicaltextbasedonspecificinformationinthetext.LearningObjectives:
A. ContentObjective:Studentswillbeabletocompareandcontrastthereasonsforfounding,geography,economyandgovernmentintheNewEngland,MiddleandSoutherncolonies.
8
B. AcademicLanguageObjective:Studentswillbeabletocompareandcontrastthecoloniesusingacademicvocabularysuchaseconomy,government,geography,religiousfreedom,assembly,voting,etc.
PreviousLearning:
A. PriorKnowledge:Duringtheprevioussocialstudiesunit,thestudentsstudiedchapter6oftheTCItextbook(EarlyEnglishSettlements).Duringthatunit,studentslearnedaboutthefirstEnglishcoloniesinNorthAmericaRoanoke,JamestownandPlymouth.Studentscomparedthesimilaritiesanddifferencesofthosethreecolonies.StudentsstudiedRoanoke,Jamestown,andPlymouthextensively.Notonlydidtheystudythecoloniesinsocialstudies,butinreadingclassaswell.Also,aswemoveintothisunit,itwillbehelpfulthatthestudentsalreadyareawareofmanyofthereasonsthatthecolonistshadforsettlingintheNewWorld.
B. KeySkills:rereadingforcomprehension,usingcontextcluestounderstandatextorwordmeaning,usingpriorknowledgetomakeinferences,notetaking
C. AcademicLanguage:economy,plantation,indenturedservants,industry,WestIndies,grant,assembly,apprentice
AssessmentstoMonitorStudentLearning:
A. Informal:Whenintroducingtheacademicvocabularythatstudentswillneedtoknowduringthisunit,Iwillaskstudentstoprovidereallifeexamplesofthevocabularywords.Forexample,ifstudentscanidentifythatasastudentteacher,IamanapprenticetoMs.Norby,Iwillknowthattheyhaveunderstoodthevocabularyword,apprentice.Furthermore,whenreadingTCIsection2(TheNewEngland,Middle,andSouthernColonialRegions),wewillbecompletingtheworksheettitledComparingBritishColoniesinNorthAmericaasaclass.Iwillprovidemanyopportunitiesforthinkpairsharesorturnandtalkswhencompletingthisworksheet,sothatallstudentswillhaveanopportunitytosharetheirthinking.Myobservationsduringthisactivitywillhelpinformmyfutureinstructionandwillallowmetoclearupanymisconceptionsthestudentsmayhave.
B. Formal:Therewillbenoformalassessmentduringthislesson.ProvisionsforIndividualDifferences:Inmyclassroomthereisaverylargerangeinreadinglevels.TherearealsoaconsiderableamountofstudentswhoareEnglishlanguagelearners.Therefore,inordertoensurethatallstudentscanaccessthesocialstudiestext,Ihavedecidedtousetheonlineversionofthetextbook.Theonlineversionhasmanyfunctionsthatprovideadditionalscaffoldingforstudentsifneeded.Forexample,thereisanoptiontohavethetextreadaloudtoyou,afunctionthatunderlinesthemainideaofapassage,aSpanishversionofeachreading,andafunctionthatallowsstudentstoannotatethetextandtakenotesastheyread.Theextrafunctionsthatareincludedintheonlineversionofthetextbookallowsforstudentstoaccessthecontentinformationind
