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Field Version of UMF Unit-Wide Lesson Plan Template

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


Lesson Topic/Title: Colonial Geography
Lesson Date: February 10, 2017 Lesson Length: An hour Grade/Age: Grade 5
Learning Objectives (Targets):
Students will label and color in a Colonial America Geography map.
Students will be able to identify the location of the New England Colony, the Middle
Colonies, Southern Colonies, the Atlantic Ocean, the Chesapeake Bay, the Massachusetts
Bay, the Appalachian Mountain, and the following cities: Boston, Massachusetts,
Philadelphia, Pennsylvania, and Charleston, South Carolina.
Students will apply their map reading skills to complete the Colonial America Geography
map.

Content Standards: Content Standards Alignment & Justification:


Content Area: Applications of Social Rationale: At the end of the activity, the
Studies Processes, Knowledge, and students will work cooperatively to
Skills correctly fill out the Colonial America
Standard: A 2a. Contribute equitably to Geography map.
collaborative discussions, examine Rationale: As the students are filling out
alternative ideas, and work cooperatively the map, we will have a class discussion
to share ideas, and individually and on how the importance of the
collaboratively develop a decision or Chesapeake Bay and the Massachusetts
plan Bay (Why were ports important to
Grade Level: 5 development of a colonial town? We will
discuss why were the Appalachian
Content Area: Geography Mountains the western border of the
Standard: D2.b. Describe impacts of colonies? We will also discuss the
geographic features on the daily life of Philadelphia, Boston, Charleston and talk
various cultures, including Maine Native about what is similar about their
Americans and other cultures in the location, and why would they be
United States and the world. important in the development of trade?
Grade Level: 5 The students will use the map to help
describe the impacts of these features.

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


Summative Student Pre-Assessment- I will give my students
Self a Colonial America Geography quiz at
the beginning of the lesson to see where
they are at. While the students are doing
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their activity, I will look at the students
quiz, and assess where the students are
at, and how I should go over the map at
the end of the lesson.
Formative- After the lesson, I will give
the students the same quiz that they took
at the beginning of the lesson. I will look
at the students pre-assessment grades,
and compare them to the post-assessment
to see if they improved or not.
Integration of Other Content Areas: (If appropriate)
Art- The students in this lesson will be coloring in and labeling a map of the thirteen
colonies.

Instructional Strategies to Differentiate Whole Class Instruction:


Cooperative Learning- Students will be able to work in small groups to work on/check
their answers for the Colonial America Geography Map.
Cues, Questions and Advance Organizers- The teacher uses questioning at the end of the
lesson to help the students check if they labeled the map correctly.
Non-linguistic representation-The teacher will provide visuals (project the blank map,
political and land cover map of the US, map of South Carolina and Massachusetts).
Summarizing and Note Taking- At the end of the lesson, as a whole class we will go over
the entire map by coloring and labeling it together. This will help increase the students
comprehension on colonial geography.
Setting objectives and providing feedback- The teacher at the beginning of the lesson, will
set the objectives/goals for the lesson.

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


Modifications:
Students will need to make arrangements to do it on their own at home or during morning
work.
Students will have the option to work in small groups to go over the map.
Teacher will be open to questions from all students, and those who want to work on it more
could take it home as homework or could do it at recess so that class time wont need to be
extended.
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.
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
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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 time for complex assignments and tests,
quizzes and assessments.
Extensions for Individual Students with Identified Needs:
If students finish before the class goes over the map, the students may take out a book to
read.

Technology Integration: (if appropriate)


The projector: The teacher will project the Do Now on the projector, so the students know
what they are supposed to do when they walk into class.
The lady bug: The teacher will use the lady bug to show the students the map that they are
filling in. At the end of the lesson, I will be using the lady bug, so I can fill out the map with
the class.

Materials and Resources for Lesson Plan Development


Teachers pay teachers American Colonization unit- all of the handouts are included.
Students will need to have a pencil
Have the projector, and lady bug ready to go
Colored Pencils
World Atlas: Nystrom, Heff Jones. The Nystrom world atlas. N.p.: Heff Jones, 2013. Print.
A key of to the completed map
United States Encyclopedia: Carter, Jimmy. United States encyclopedia: America's people,
places, and events. NY, NY: Scholastic Inc., 2015. Print.

Teaching & Learning Sequence:


Part 1: Launch (20 mins.)
o Do Now: Please have a sharpened pencil on your desk, a privacy shield, and sit
silently for further directions. Volume 0 Miss Myers.
Have this projected on the board, when the students walk in.
o Before introducing the lesson- I will give the students the pre-assessment.
Good morning everyone! Today we are going to continue our colonization
unit. Before we start on our map activity, I am going to be passing out a short
quiz. This is not going towards your grade, so just try your best on answering
the questions. When you are done, raise your hand, and I will collect your
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paper.
o Introduce the lesson, and discuss what the goal of the lesson is.
Our focus today is going to be on colonial geography of the thirteen
colonies. Each of you is going to receive a thirteen colonies map (project this
on the board). You are going to color and label the map. You are going to
color the New England, Middle and Southern Colonies. Label the
Chesapeake Bay, Massachusetts Bay, Atlantic Ocean, and the Appalachian
Mountains. And label the three cities- Boston, Massachusetts, Philadelphia,
Pennsylvania, and Charleston, South Carolina. I am going to give you
colored maps to help you. You will also be creating a compass rose. I will be
passing out an instruction sheet on how to label/color the map. You will be
working on this independently at first, and then about half way, I will give
you the option to work in small groups. There should be level zero voices.
Does anyone have any questions? I need two volunteers to help pass out
papers. There are colored pencils in the back for you to use, but they need to
be neatly put back at the end of class.
Part 2: Activity (30 mines.)
o During this time, the students will be working on the labeling/coloring the thirteen
colonies colonial geography. I will be walking around the room to check in with the
students to make sure that they are on track, or answer any questions that they might
have.
I will also be glancing at the pre-assessments to assess how the students did,
and where they are at with colonial geography.
o About half way through the working time- I will give the students the option to work
with a partner. The volume should still remain level 0-1.
Part 3: Closing (10 mines.)
o After 30 minutes of working time, I will go over the answers with the students. I will
project the map on the white board. I will call on students to help me label/color the
map. I will give the students the option to come to the board, and point to what they
are having me label. This will give me and idea of how well the students did on the
labeling/coloring the map.
o Time permitting- the students will then glue the maps into their interactive
notebook.
o Time permitting- I will pass out the post assessment for the students to complete.
If we dont complete either of these tasks-the Do Now will be for the students
to grab their interactive notebooks, and glue their maps into their notebook.
Then our first task will be for the students to take the post-assessment before
I move on to the next lesson.

Content Knowledge Notes: (if applicable/instructor discretion)


The importance of the Chesapeake Bay and the Massachusetts bay?
o They were important for colonial survival.
o So that the colonies could easily create ports and trade for the goods they needed
o So that colonists could travel easily

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o So that colonists could fish for food
Why did the Appalachian Mountains form the colonies western border?
o The colonists had no way to cross the mountains.
What is similar about the location of Philadelphia, Boston, and Charleston?
o They are all located near water.
Why would they be important in the development of trade?
o Because the ports could be used for trade purposes.

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 #6 Assessment: The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to document learner progress, and to guide the teachers on
going planning and instruction.
Rationale: The teacher uses multiple methods of assessment throughout the lesson such as
diagnostic and formative to engage their students. The day before the lesson, the teacher will give
the students a pre-assessment on the colonial geography. This will give the teacher an idea of where
all of the students are at before the lesson. At the end of the lesson, the teacher will give the same
assessment to see if the students made any growth.

Standard #7 Planning for Instruction: The teacher draws upon knowledge of content areas, cross-
disciplinary skills, learners, the community and pedagogy to plan instruction that supports every
student in meeting rigorous learning goals.
Rationale: The teacher is creating a lesson plan that will support every students learning goals in
the classroom by planning well in advance. The teacher knows the students well and understands
how each of them learn and what works best for them and what doesnt work. The teacher also has
planned for the lesson weeks in advance. The teacher has thought about the modifications and
accommodations for students.

ISTE Standard #1 Facilitate and inspire student learning and creativity: Teachers use their
knowledge of subject matter, teaching and learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both face-to-face and virtual environments. a.
Promote, support, and model creative and innovative thinking and inventiveness. c. Promote student
reflection using collaborative tools to reveal and clarify students conceptual understanding and
thinking, planning, and creative process. d. Model collaborative knowledge construction by
engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Rationale: The teacher is creating a lesson plan where technology is integrated into the lesson by
using the projector and the lady bug. By using these technology tools, the teacher will show the
students the handouts that the students will be using during the lesson. At the end of the lesson, the
teacher will use the lady bug to go over the answers with the students, so they will be able visualize
if they got the correct answers or not.

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Post-Lesson Reflection: Looking back at the lesson, it went really well. I was really nervous because I do
not like to be observed. However, I did feel pretty well prepared teaching lesson and being in front of the
classroom, because it was not my first time teaching in front of this group. I have also subbed for my mentor
teacher, so that made me feel less nervous teaching. One strength of the lesson is that the students
immediately followed directions, and came in eager to learn. Therefore, this made it easier for me to start
teaching the lesson. As I started teaching, I felt more and more comfortable being in front of the class.
Another strength is that before passing out all of the different papers, I made sure the students understood all
of the directions and did not have any questions. It is important for the students to ask if they have any
questions because if they do and dont ask them, then they will not know what to do during the lesson. While
the students were working, I monitored the students by walking around the class to check in with the students
to see if they needed any help or had any questions. I see this as another strength because a major aspect of
classroom management is that students are engaged and the class is constantly monitored. There were many
other strengths, but a final strength is the use of technology. I used the lady bug to go over the directions for
the lesson, and to show the different maps they can use as resources. This helped the students visualize what
they will be using in the lesson. At the end of the lesson, I used the lady bug again, and projected a blank
copy of the map on the board. As a class, we filled out the map (13 colonies, Atlantic Ocean, Chesapeake
Bay, Massachusetts Bay, Charleston, South Carolina, Boston, Massachusetts and Philadelphia, Pennsylvania,
Appalachian Mountains, color the New England, Middle and Southern Colonies). I called on various
students to help fill in the map. This way, I could also check for understanding and assess how well the
students did on the activity.
The lesson was not perfect, therefore there are changes that could be made. Luckily, I teach
this lesson two more times, so I can try out new ideas, and see hot that goes. One improvement to
increase my classroom management skills is to increase my eye contact with the students when I am
giving direction instruction. This will help me gauge to see if the students are paying attention and
are understanding the directions. Another improvement is that right after passing out the directions,
I will move around the classroom to make sure the students are getting right to work, and know
what they are doing. This will help me get an idea if I will need to pay close attention, re-direct or
work with certain students on the activity. A final improvement is to pass out the directions for the
map at the beginning, and have the students read the directions. After the students have read the
directions, I will ask the students what the directions are. As the students are telling me the different
steps, I will write them on the board, so the students and refer to them throughout the lesson. This
will help the students the opportunity to read the directions before I go over with the class. The
students will also be able to visualize the instructions throughout the activity.

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