Sierra Nevada College Lesson Plan

Teacher: Brittni Winkler Lead Teacher:

Grade/Subject: 5th Geography District: CCSD
Lesson Topic: Geography of Colonial America School:
SNC Supervisor: Time Allotted: 65 MINS
Date: 6.19.20 # of Students: 24

LESSON CONTEXT
State Standard(s) (Standards this lesson addresses)
Nevada Academic Content Standards (NVACS) SS.5.29. (G) Evaluate the relationship between humans
and the environment in early American history.

Student Personal Learning Goals (in addition to state & district requirements, what do students want to know
and understand about this lesson topic?)
I can create a map of the 13 colonies and identify how the geography of each region had a positive or negative
impact on the people who lived in those regions.

Formative Assessment: (How will mastery of the standard be assessed at the end of the lesson? This data can
be used to inform instruction within the classroom and as a department/grade level team/PLC.)
Students will create a color-coded map of the 13 colonies with a key that they will turn in at the end of the
lesson. Students will ask and answer questions about photos from colonial times, use their resources to answer
the questions and complete a graphic organizer with the information they find. They will turn in the graphic
organizer with the map at the end of the lesson.

LESSON FOCUS
Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK & Bloom’s)
Students will be able to create a map and key of the 13 colonies by
DOK 4
completing research and using an interactive map.
Students will be able to ask and answer questions about historical photos
DOK 2
from the colonial times using a question matrix and group discussion.
Students will be able to input the answers they discover correctly into a
DOK 2
graphic organizer by thinking critically about how to organize information.

Connections to past learning or experience, building background

Students have created other maps and they are familiar with how to create a key that corresponds with a map.
Students have also used the question matrix in previous lessons.

Essential Vocabulary Definitions

The Middle colonies included Pennsylvania and New Jersey and
Middle Colonies was home to the important cities of New York and
Philadelphia.
Region of the 13 original colonies that included Connecticut, Rhode
New England Colonies Island, New Hampshire and Massachusetts. At the time, present-day
Maine was a part of Massachusetts.
Region of the original 13 colonies that included Maryland, Virginia,
Southern Colonies
North Carolina, South Carolina and Georgia.
Large estate on which workers who live on the property grow cash
Plantation
crops like cotton, tobacco or sugar, usually.
Port Harbor town or city where ships stop to load and unload goods.

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The state, condition or practice of owning or being owned by another

Enslaved
person.
Strategy for teaching new vocabulary
Students will login to Flocabulary and use the vocabulary words to play “Lyric Lab.” Lyric Lab allows students to
use their vocabulary words to create rap songs. The game will even give the students words that rhyme with the
last word in the sentence to help them create more realistic rap rhymes. Students, who are willing, will share
their rap with the class. ELL students will be pre-taught the vocabulary words and have a word bank to help
guide this activity.

Set (specific activity to review daily objectives, learning target & goal connection, and assessment with students,
activate background knowledge, and create interest in the lesson)
Students will write the “big awesome question” of the lesson in their notebooks. How does the
geography of a place affect the supply of food, water, and work? Students will turn and talk with a
partner about the question and come up with some possible answers. Ask students to imagine their
home. Have students draw a quick picture of their house and answer the following questions:
 Where do you get your water? How does it get there?
 Where do you get your food? How does it get there?
 Do you have chores at home? If so, what are they?
ELL students will use scaffolds such as sentence frames or partial sentence frames to help in
answering these questions.

Students will watch a Flocabulary rap video on the 13 colonies to increase interest and engagement in
the lessonhttps://www.flocabulary.com/unit/colonial-america/video/

(ELL) These students will receive a print copy of the rap song to follow along with the video or go
back and review parts of the video later on. The video will be summarized on a power point with
pictures and visuals after the video is over

Formative
Assessment
Teacher Engagement (Sequence and Scope Instructional /
of Instruction (include instructional strategies, Strategy (IS)/ Student
Pacing questions, grouping, differentiation and Student Engagement Metacognit Materials &
(times) transitions) (SE) ion Technology
Large US map
Introduce lesson objectives, write them Small sticky notes
on the board and ask students to write enough for 13
them in their notebook. per student
13 colonies
15 Pull down the US map; hand out small SE: Kinesthetic anchor chart or
minutes sticky notes to each student. map
Call students to the map by table group
and ask each student to place 13 sticky
notes on where they believe the 13
colonies were located.

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When all students have had a turn, ask IS: Activating prior
students to discuss as a class whether knowledge
they agree with the sticky note
placement or not.
Ask, “why do you agree or why do you IS: Cues and
disagree?” “How do you know?” or Questions
“What information did you use to come
to that conclusion?”

IS: Direct Instruction

On the whiteboard display the “13

Colonies Map” This map has color
shading showing the locations of the 13
colonies but leaves out the names.
SE: Active Listening
Draw three circles using a black marker
to show the New England Colonies,
Middle Colonies, and Southern Colonies. Completed Colony map
Maps handout
Pass out blank colony maps to each
20 student and ask students to use their SE: Research and 1 to 1 devices
minutes Chromebook to go to the following writing
website: Colored pencils
http://www.socialstudiesforkids.com
/graphics/13mapnew.htm

Students will use the interactive

website and three colored pencils to
create their key, a compass rose,
label the Atlantic Ocean, label each of
the 13 colonies and label which of
the three major colonies each group
of colonies belongs.

GT: Students who are “early finishers”

will focus in on one colony at a time.
Add map icons such as cows, wheat,
cotton, mountains, etc. to each colony
on their map as they research each one
on a deeper level.

ELL: these students will receive a

partially filled in map to help guide their
learning and progress. Students will be
supplied with a bilingual dictionary for
support

When students are finished with the

map, ask if anyone has family from the

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places that are now states. Ask if any

student has visited any of the places and
what they remember about that state.

With their completed maps, students will

25 divide into three groups of eight. Each
minutes group will go to station 1, 2, or 3. 3 articles on the
colonies
Station 1: New England Colonies: In this
station, students will take turns reading
the informational article. Ten words are IS: discovery/inquiry
blacked out in the article. Students need
to use the clues at the table to fill in the SE: Writing
blank words. Milk carton, corn,
potatoes, picture
Clues: Milk carton, corn, potatoes, of snow, dirt,
picture of snow, dirt, maple syrup, toy maple syrup, toy
horse, wooden ship, short biography of horse, wooden
John Wheelwright, can of pumpkin. ship, short
biography of John
Station 2: Middle Colonies: In this Wheelwright, can
station, students will take turns reading of pumpkin.
the informational article. Ten words are IS: Realia
blacked out in the article. Students need
to use the clues at the table to fill in the
blank words. $24 of play
Fill in the money in an
Clues: $24 of play money in an blank paper envelope, can of
envelope, can of tuna, piece of paper, and graphic tuna, piece of
picture of coal, picture of summer, toy organizer. paper, picture of
ship, toy cow, an iron, short description coal, picture of
of Delaware, picture of a king (royal summer, toy
govt.). ship, toy cow, an
iron, short
description of
Station 3: Southern Colonies: In this Delaware, picture
station, students will take turns reading of a king (royal
the informational article. Ten words are govt.).
blacked out in the article. Students need
to use the clues at the table to fill in the
blank words. Picture of John
SE: Kinesthetic Smith, color
Clues: picture of John Smith, color indigo, rice bag,
indigo, rice bag, cotton pillowcase, bag cotton
of sugar, picture of a swamp, can of pillowcase, bag of
sardines, picture of the sun, brief sugar, picture of
description of North Carolina, picture of a swamp, can of
someone who is lost (Lost Colony). sardines, picture
of the sun, brief
description of

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After students fill in the missing words, North Carolina,

they will fill out the attached graphic IS: graphic Organizers picture of
organizer using information from the text someone who is
to support their answers. lost (Lost Colony).

5 Come together as a class; go over correct IS: Direct Instruction

minutes “fill in the blank” answers for each
reading passage.

ELL/SPED: Students will receive a list of

the words to help guide them as we fill
in the blanks.

Closure : specific activity to review content and progress toward objectives and goals
Students will reflect on the big awesome question and answer the question in their journals using a writing
choice board. Students can choose to write a newspaper heading and article, poem, journal entry as a colonist,
or comic to answer the big awesome question.

If students cannot decide what option to choose, they can roll a dice to choose for them.

REFLECTION on INSTRUCTION
Teacher Candidate Reflection on the lesson (after delivery)

https://thecleverteacher.com/13-colonies-map-worksheet/
http://www.socialstudiesforkids.com/graphics/13mapnew.htm
https://www.flocabulary.com/unit/colonial-america/vocab-cards/

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