ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Rachel DeYoung Date:

Grade Level: 5th Subject/ Topic: Social Studies
Approx. time spent planning this lesson:
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: This lesson is a review of the three dilemmas as well as the Triangle
Trade. Students watch clips with added information about choices West Africans had to make in each of
the three situations.
Brief Context: This is preparation for the summative conclusion of the unit.
Prerequisite Knowledge/Skills: Students must be able to identify the three dilemmas, locate certain
countries and colonies on a map, label the triangle trade routes, and answer questions about vocabulary
words.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools

Please number objectives and the aligned assessment measures.

The learner will: I will assess learning by:

1. Label and Identify different countries and 1. Collecting the Chapter Test
colonies as well as triangle trade routes/items
traded.
2. Describe the three dilemmas faced by West
Africans in the 16th century and some of their
options for response.

Standards Addressed in Lesson: 5 – U1.3.2 Describe the life and cultural development of people living
in western Africa before the 16th century with respect to economic (the ways people made a living) and
family structures, and the growth of states, towns, and trade.
5 – U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North America
after 1492 from the perspective of these three groups
5 – U2.2.1 Describe Triangular Trade including: the trade routes, the people and goods that were traded,
the Middle Passage, its impact on life in Africa.
5 – U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies.
5 – U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of
family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-
American culture.
5 – U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop
farming, slavery, indentured servants)
Instructional Resources: TCI Social Studies Alive, text book, notes sheets, review guide, VIA, world map

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement,
Representation, Action & Expression) & principles of differentiation. If appropriate, identify individual
accommodations you will make in response to needs or interests of students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you
plan to build or strengthen relationships and community: student-student & teacher - student.]
Students may work in groups or with partners to complete the review guide.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)
Identify at least 2 ways you will gain whole group attention: If you can hear my voice clap…, Give me a
thumb up and mouth closed if you’re ready to move on
Strategies you intend to use to redirect individual students: Calling name, walking behind

CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
Students are able to work around the classroom- rug, back table, desk groups, middle room

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Students will watch 2/3 minute video clips about each of the dilemmas to get a better understanding of
what it would be like to be a West African in that position.
Development: [It may help to number your steps with corresponding times.]
Students receive the review guide and instructions for completion:
You may work in groups of two or three to fill out the review guide. If you cannot work well with
a group of your choosing you will work alone at your desk.
Closure:
When students have completed the review guide the class will gather back together to go over any
questions their group was confused about or would like help answering.
The teacher will introduce the Storyboard assignment and have students look at the rubric.
You will be creating three pages of a storybook using your vocabulary words and what you have
learned about each of the three dilemmas. Each page will be in one of the three locations of the
dilemmas.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.

REFLECTION AFTER TEACHING THE LESSON:

Students were motivated to complete the review and were engaged with their partners in mapping,
defining, etc. One thing I noticed was that some students struggled to label some of the counties on the
map even with a world map next to them (several students used chromebooks to pull up a world map to
fill in each country, region, and colony). If I were to teach this lesson again I would spend time
transferring all of the separate maps onto the one with the triangle trade as a whole class to review
mapping skills.