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: How would you respond if you were captured and sold to Europeans
as a slave? How did West Africans respond? What were their options?
Brief Context: Dilemma 2: Surviving the Middle Passage. Students learn about the conditions of the
Middle Passage and what Africans had to endure before they even arrived in the colonies. Students
again put themselves in the position of a West African.
Prerequisite Knowledge/Skills: Students are familiar with the decision faced by West Africans in the first
dilemma and are able to build on that.
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. Analyze the second dilemma faced by 1. Completion of the worksheet
West Africans in the European slave 2. Participation in discussions (whole
trade. group and partner)
2. Consider the available choices for
West Africans and identify what
actions they took

Standards Addressed in Lesson: 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.
Instructional Resources: TCI Social Studies Alive Textbook and workbook

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.
Students are able to work in whatever area is most comfortable for them with sections of solo and
group work included.
Students that would have difficulty reading recieve highlighted copies of pages indicating important
content.

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.]
Use popsicle sticks to choose groups, let them find their spots. Review how to work in groups

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…, flick the
lights- eyes on me mouths closed in 5, 4,....
Strategies you intend to use to redirect individual students: Remind students of how we work in groups,
walk around the classroom while doing the reading and workbook activity, call on student for the next
question

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

Students are familiar with how to work in groups and what type of behavior is expected. They are also
familiar with finding a spot to work at which they can be successful.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
Students can work in a variety of areas that are tailored to their preferred learning environment: laying
on the rug, sitting together in desks or at a table
DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: YOUR INSTRUCTION

Motivation/Opening/Intro:
Review of dilemma 1: “Turn and talk to your neighbor about what response you chose for dilemma 1.
Why did you choose it? Do you think there were better options? What might those be? Can you imagine
a similar situation that you might face today- what is it/ why or why not?”
Students will spend time responding to these questions and reviewing their choices.
Development:
Students will fill out the worksheet on dilemma two- reading sections 8.3 and 8.4 in the process.
“You will be completing the page on dilemma two. Remember to put yourself in the position of West
Africans in this time, what you you do in their situation?
Students will work in groups or 3 or fewer (decided by the teacher- manipulate popsicle sticks)
Closure:
Students will share out their their choices of response. “What did your group choose and why?”
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON: