Field Version of UMF Unit-Wide Lesson Plan Template

Name: Kate Myers Program: Student Teaching Course: EDU 450

Lesson Topic/Title: How Colonist Arrived in North America
Lesson Date: March 20, 2017 Lesson Length: An Hour Grade/Age: 5th
Learning Objectives (Targets):
1. Students will be able to explain that there are 13 colonies divided into three geographical
regions: southern colonies, middle colonies, and northern colonies.
2. Students will be able to explain why colonists came to America.

Content Standards: Content Standards Alignment & Justification:

1) Content Area: Geography 1) Rationale: After reading the article on

a) Standard: D 2.b. Describe impacts of Colonial America, the students will fill in the
geographic features on the daily life of 13 colonies map, and correctly label and
various cultures, including Maine Native color the map.
Americans and other cultures in the 2) The students will be using their prior
United States and the world. knowledge of colonization to explain why
b) Grade Level: 5th Grade the colonists came to America by answering
2) Content Area: History questions in their student activity packet.
a) Standard: E1 b. Identify various major
historical era, major enduring themes,
turning points events, consequences,
persons, and timeframes, in the history of
the community, Maine, and the United
States.
b) Grade Level: 5th Grade

Assessment: Pre Formative Assessment (Data & Student Feedback):

Summative Student Formative: Students will put the order of events
Self on how the colonists came to America. The
teacher will regroup, and go over the answers.
Student Self: Students will fill out a lesson
reflection. They will decide if they met the learning
target, are still working on it, or need help. They will
also explain why they gave themselves the particular
rating.
Integration of Other Content Areas: (If appropriate)
Art-The students will be coloring in the three sections (New England, Middle and Southern)
different colors.

Revised 07/16
Instructional Strategies to Differentiate Whole Class Instruction:
Cooperative Learning
Cues, Questions and Advance Organizers
Non-linguistic representation
Summarizing and Note Taking
Setting objectives and providing feedback

Modifications / Accommodations / Extensions for Individual Students with Identified Needs:

Modifications:
o Struggling readers can either read through the article with a peer, or read with the
teacher.
Accommodations: If a section of students is being loud there will be options for a student who
comes to the teacher with concentration difficulties. Teacher will stress to the class to not
stray from the topic.
o The teacher will make sure that students with IEPs receive their accommodations or
modifications.
o Student 14- Throughout the lesson, I will check in with student 14 to make sure she
understands the directions and the assignment. I will also make sure to allow all of
her accommodations that are appropriate for the lesson.
Check frequently for understanding of directions and information. Have student 14 repeat or
paraphrase directions to make sure she heard and understands them. Provide student 14 with
a model, allow for use of graphic organizers, allow for use of highlighters, use guided notes
to support lectures, provide notes, allow extra time to complete the task(s), modify work
assignments, allow for extended
Extensions for Individual Students for Identified Needs:
o Students who have finished reading through the article, they can work on filling in
the 13 colonies map in the student activity packet.

Technology Integration: (if appropriate)

Projector: The teacher will be using the projector to the learning target for the lesson, so the
students can visualize it as the teacher is reading it.
Lady Bug: The teacher will use the lady bug to show what the Colonial America article
while going over the directions. The teacher will also use the lady bug to go over the answers
in the student activity packet.

Materials and Resources for Lesson Plan Development

Anchor Slides (AS) 8-10

Revised 07/16
 Student Activity Packet (SAP) pages 6-7

Colonial America Article

Bulletin Board (BB) Pieces: Reasons for Coming to America header with fact cards; map of
13 colonies

Teaching & Learning Sequence:

1. Part one: Lesson Introduction:

a. Display AS 8 to introduce the learning target for the lesson.
b. Review the information learned in the readers theater script from lesson 2. Refer to
the picture timeline on the BB.
c. Explain to students that today they are going to look closely at the establishment of
the 13 colonies,including why England wanted to colonialize America.
d. Provide each student with a Colonial America article.You can choose to read this
article as a whole class, in partners, or as individuals. Lesson Activity:
e. Have students read through the article, stopping at the Think About It sections
throughout the article.
f. After reading through the article, be sure to go over important concepts learned
throughout the article (why people wanted colonies in America, how did England
establish 13 colonies...etc.).
g. Display AS 9 OR 10 with the map of the 13 colonies. AS 9 is a black and white
version that allows you to color in the map WITH your students if you have the
ability to do so (for example, if using a SMART Board). AS 10 is a colored map to
display if you do not have the ability to color in the map with your students. This
colored map will indicate to your students what colors to include and where.
h. Have students open to page 6 of their SAP and color code the map to indicate the 3
regions of the colonies: New England Colonies (red), Middle Colonies (orange), and
Southern Colonies (green). You might challenge students to see if they can identify
any of the colonies (now states) before revealing their names. Also point out that
some of the colonies borders are slightly different borders than our states have today.

i. When students have completed the map, have them complete the section on reasons
for coming to America on page 7 of their SAP. Students should refer back to the
article as needed.
2. Part 2: Lesson Reflection:

a. Together as a class, review reasons colonists came to America.

b. Have students complete the learning target self- evaluation on page 7 of their SAP.

c. Place BB pieces up on the unit board: Reasons for Coming to the New World
header with fact cards and map of 13 colonies.

Revised 07/16
Content Knowledge Notes: (if applicable/instructor discretion)

Common Core Teacher Standards (CCTS) Alignment & Justification (Field/Student Teaching Only)
Standard #1 Learner Development: The teacher understands how students learn and develop, recognizing
that patterns of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
Rationale: The teacher knows how each student learns and develops and shows their understanding
by creating a lesson that meets all of the students needs. The teacher also knows what different
ways her students learn best.

Standard #2 Learning Differences: The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her
full potential.
Rationale: The teacher knows each students needs when it comes to learning, so they can reach their fullest
potential. The teacher created a lesson where all of the students needs are met by using resources, such as
technology in the lesson to help students meet the standard and reach their fullest potential. The teacher has
also created an environment where the students learn in a warm and caring environment.

Standard #6 Assessment: The teacher understands and uses multiple methods of assessments to engage
learners in their own growth, to document progress, and to guide the teachers on-going planning and
instruction.
Rationale: The teacher uses multiple methods of assessment throughout the lesson including formative and
student self assessment. Throughout the lesson, the students will color and label the 13 colonies map. The
students will also work independently on filling out the reasons for coming to America. The teacher will also
review the map and reasons with the students. At the end of the lesson, the students will decide if they met
the learning target, are still working on it, or need help. They will also explain why they gave themselves the
particular rating.

Standard #8 Instructional Strategies: The teacher understands and uses a variety of instructional strategies
to encourage learners to develop deep understanding of content areas and their connections, and to build
skills to access and appropriately apply information.
Rationale: The teacher understands how to get the students engaged throughout the lesson. The teacher has
created a lesson where the teacher uses a variety of multiple instructional strategies including, cooperative
learning, cues, questions and advance organizers, non-linguistic representation, summarizing and
note Taking, and setting objectives and providing feedback to help encourage learners to develop
understanding and be engaged all throughout the lesson.

Revised 07/16
Post-Lesson Reflection: The lesson went very well. Some things that went were that I stated and projected
the learning targets for lesson 3 and 4. This worked well because the students were able to see and hear the
learning target as I was reading through it. The students were actively engaged, responsible, and respectful
throughout the entire lesson. This went well because I used good classroom management skills, and
instructional strategies. I was also able to call on a variety of students to help fill in the answers in the student
activity packet. One thing that I can improve on is before giving the next set of directions after the students
have been working, I need to make sure everyone is paying attention and ready to receive the directions
before giving out the directions. I can enhance this area by giving a wait time after saying can I have good
active listeners in 3,2,1 or can I have eyes on me in 3, 2, 1, and that way I can know when everyone is
ready to listen for further instruction. Looking at the gradebook, 9 out of 17 students partially met the
learning target, 7 out of 17 students met the learning target, and 1 student was absent. This data illustrates that
the majority of the students partially met the standard, which is surprising because the we covered this topic
during our colonization unit.

Revised 07/16