Title of Unit: The English Colonies Title of Lesson: The Southern Colonies Submitted By: Jessica Solomon

A. Summary of the Lesson Plan: This social studies lesson describes the geography of the New England, Middle, and Southern Colonies. This lesson uses the 5th Grade Houghton Mifflin Social Studies Textbook United States History: Volume 1 (p. 202-209). B. Target Population: Grade Level: 5th Grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, small group for activity and assessment C. Materials: Paper and pencils Reading Skill Strategy (Unit Resources p. 59) for each student- see last page of lesson plan for sample Vocabulary and Study Guide (Unit Resources p. 60) for each student- see last page of lesson plan for sample Houghton Mifflin 5th Grade Social Studies Book: United States History: Volume 1 (p. 202209) D. Objectives: o NV State Social Studies Standards o H1.5.5. Describe the social, political, and religious lives of people in the New England, Middle, and Southern colonies.

Student-Friendly Standards H1.5.5. I can describe the social, political, and religious lives of people in the Southern colonies.

E. Procedure: 1. Refer to notes on TE 202 Get Set to Read. Explain the Study Guide students will complete as we read. Call students attention to the fact that some of todays states were colonies. o Ask, Can you name some Southern states?

Complete the Reading Skill Strategy worksheet as a class as we read. Identify & discuss why land near the coast may have been more desirable. o Create a word web of students responses.

Introduce vocabulary (plantation, legislature, refuge, debtor).

EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: The English Colonies Title of Lesson: The Southern Colonies Submitted By: Jessica Solomon

2. As a class, read p. 202-205, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about the Southern colonies: (TE 203) Why did many plantations exist in Virginia? (TE 203) Who could be elected to the House of Burgesses? (TE 203) What was Cecilius Calverts purpose in founding Maryland? (TE 204) Which American Indian groups lived in the area of the Southern Colonies? (TE 204) In what ways did James Oglethorpe help debtors? (TE 204) What were some of the first rules Oglethorpe made for the colony?? (After paragraph 1 on p. 205) What were differences between North Carolina and South Carolina? (Review question #4) Why was Maryland founded?

5. CLOSURE: Discuss the two statements in the Review and Assess section of TE 205. F. Assessment: What will you use to measure student understanding? A Meeting of Travelers (TE 204) Students will write and perform a scene about travelers from Virginia, North Carolina, South Carolina, Maryland, and Georgia who meet by chance at a country inn. They will exchange information about life in the colony in which they live. Explain how you will know students understand the concepts from the lesson. Students will be able to describe the social, political, and religious lives of people in the Southern colonies through their performances and scripts about life in the Southern Colonies. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the group discussion aspect will be the easiest part of the lesson. The group discussion would allow students to learn from each other and hear things from a different perspective.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: The English Colonies Title of Lesson: The Southern Colonies Submitted By: Jessica Solomon

2. Which part will be most challenging for you to teach? I do not think any aspect of this lesson will be challenging to teach. The lesson is pretty straightforward and I think fifth grade students will be able to grasp the concepts relatively easily. 3. How will you follow up or extend this lesson? In order to extend the lesson, we will as a class do the Extend Lesson 3 Anns Story: 1747 on p. 206-209. 4. What can you do for students who dont grasp the concepts? I would pull any students that did not grasp the concepts aside and we would work on the Reteach Mini Lesson described at the bottom of TE 205. We would work together to use an idea web to reteach the founding of the Virginia colony. 5. Which part of the lesson, if any, do you think might need to change? I do not think any aspect of this lesson needs to be changed. I think this is a great lesson to teach about the Southern Colonies. I think students will have a relatively easy time learning the concepts in this lesson. 6. When you were writing this lesson plan, what was the most difficult part? I think the most difficult part of this particular lesson was in choosing the standards. The standards for the grade level did not completely match up with the objectives of the lesson.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: The English Colonies Title of Lesson: The Southern Colonies Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: The English Colonies Title of Lesson: The Southern Colonies Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5