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Jillian Chevalier
PSMT Name:
Cambria
Lesson Plan
Title:
Thirteen Colonies
Lesson Plan
Topic:
Social Studies
Date:
06/02/1606/06/13
Estimated Time:
Grade Level:
First
School Site:
Craig
1. State Standard(s):
NSSS- H1.1.1 Describe local life long ago, including jobs, school, communication, transportation,
and recreation
NSSS- H1.1.2 Listen to stories that reflect the beliefs, customs, ceremonies, and traditions of the
varied cultures in the neighborhood.
2. Teaching Model(s): Teacher directed to cooperative and individual
3. Objective(s): SWBAT describe life during the time of the Native Americans, Christopher
Columbus, and the Pilgrims
SWBAT listen with understanding about the cultures and traditions of Native Americans,
Christopher Columbus, and the Pilgrims
SWBAT differentiate between and list the names of our Continent, our Country, our State, and
our City
4. Materials and Technology Resources:
Books- Mud Pony by Caron Lee Cohen
Christopher Columbus by Mary Dodson Wade
Discover The Thirteen Colonies by Barbara Brannon
Reading response journals and templates (one for each book)
Mud Pony- Main Character
Christopher C.- non-fiction read and learn
Discover The Thirteen Colonies- 4 fun facts
Pencils
Glue
Maps- United States Map
World Map
Chart paper
Images of Native Americans, Christopher Columbus, and The Thirteen Colonies
5. Instructional Procedures:
a. Motivation/EngagementUsing chart paper, TW create a timeline and plot an image of each topic as they read
and learn about it. This timeline will be used in future lessons.
TW read the objectives and have the class repeat it after her, and ask the what, why,
and how questions
TW give students 2 minutes to share with their shoulder partner something they know
about Native Americans/Christopher Columbus/Pilgrims
d. Extension
Extend discussion about reading responses with partners, how are each students
different or alike.
Have more students share from their reading response journal
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Explain different terms for students who are ELL. Have supplemental images to assist
understanding. For example, maps of the world to show where Christopher Columbus was
coming from and where he was trying to sail. Encourage students to ask questions if they do not
understand something. Review keywords from non-fiction texts.
7. Assessment and Evaluation of Learning:
a. Formative- through discourse and questioning, TW observe students who are
understanding the concepts and participating during motivation/engagement and when
discussing responses with partners.
b. Summative the finished response worksheets will suffice as summative
8. Homework Assignment: none