Field Version of UMF Unit-Wide Lesson Plan Template
Name: Kate Myers Program: Student Teaching Course: EDU 450
Lesson Topic/Title: Colonial Schools
Lesson Date: March 24, 2017 Lesson Length: An Hour Grade/Age: 5th Grade
Learning Objectives (Targets):
1. Students will be able to describe what colonial schools were like and compare them to
schools today.
Content Standards: Content Standards Alignment & Justification:
1. Content Area: Applications of Social 1. Rationale: The students will be
Studies Processes, Knowledge, and working in small groups to read
Skills through different picture cards about
a. Standard: A 2b. Contribute the colonial schools. The students
equitably to collaborative will also be comparing colonial
discussions, examine alternative schools to modern day schools by
ideas, and work cooperatively to creating a Venn Diagram.
share ideas and individually and
collaboratively develop a
decision or plan.
b. Grade Level: 5th Grade
Assessment: Pre Formative Assessment (Data & Student Feedback):
Summative Student Student Self: Students will fill out a lesson
Self reflection. They will decide if they met the
learning target, are still working on it, or need
help. They will also explain why they gave
themselves the particular rating.
Formative: Students will create a Venn diagram
comparing colonial schools vs. their school
individually or in small groups. The teacher will
check in with each group for an individual
comprehension check.
Integration of Other Content Areas: (If appropriate)
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Instructional Strategies to Differentiate Whole Class Instruction:
Cooperative Learning
Cues, Questions and Advance Organizers
Non-linguistic representation
Summarizing and Note Taking
Setting objectives and providing feedback
Modifications / Accommodations / Extensions For Individual Students with Identified Needs:
Modifications:
o If a student does not want to work alone, the student may work with a partner. The
student can also work with the teacher.
o For struggling writers, the student may ask for the teacher to help write the
vocabulary words in the activity packet.
Accommodations:
o 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
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:
o Students who have finished the Venn Diagram, may work with another group and to
compare their answers.
Technology Integration: (if appropriate)
Projector: The teacher will use the projector to project the Do Now on the board, so the
students know what they need to do. The teacher will also project the learning target for the
lesson as well.
Lady Bug: The teacher uses the lady bug to show students various handouts, and go over
answers with the class.
PowerPoint: The teacher uses the PowerPoint to show all of the different handouts,
information, and the learning target.
Revised 07/16
Materials and Resources for Lesson Plan Development
Anchor Slides (AS) Slide 25-26
Student Activity Packet (SAP) pages 11-12; vocabulary section
Colonial School Picture Cards (1 set per small group)
Bulletin Board (BB) Pieces: Colonial Schools header and picture cards related to colonial
schools; vocabulary cards: apprentice, hornbook
Source: Teacher Pay Teachers: Colonial America {Complete Social
Studies Unit} by the Classroom Nook
Teaching & Learning Sequence:
1. Part on: Lesson Introduction:
i) Display AS 25 to introduce the learning target for the lesson.
ii) Review the information learned in lesson 4 of colonial homes and villages.
iii) Explain to students that they are going to learn about school during colonial times.
iv) Briefly discuss with students how they would describe their school day to someone who
is from a different time period.
v) Tell students that they are going to get into small groups to look through some picture
cards that represent colonial schools. Students will need to bring their SAP with them to
their small groups so that they can collect information about colonial schools to put on
their sheet.
vi) Divide students into small groups of 3-5 students and provide each group with a set of
the colonial school picture cards.
2. Part two: Lesson Activity:
i. Allow students to look through the picture cards as a small group discussing each
card within their groups.
ii. While students are looking through the pictures, they should be filling out the
information learned from each picture card on page 11 of their SAP.
iii. When students have finished looking at and collecting information from the picture
cards, have them complete the Venn Diagram on page 12 of their SAP. This can be
done in their small groups, or as individuals.
3. Part 3: Lesson Reflection:
I. Use AS 26 to review definition of apprentice and hornbook. Have students add this
definition to their vocabulary section of their SAP.
II. Display the Venn Diagram on AS 27. Have students share their own Venn Diagram
on the similarities and differences of modern day and colonial schools. Record their
responses on the slide.
III. Have students complete the learning target self- evaluation on page 12 of their SAP.
IV. Place BB pieces up on the BB: Colonial Schools header and picture cards related
Revised 07/16
to colonial schools; vocabulary cards: apprentice, hornbook.
Content Knowledge Notes: (if applicable/instructor discretion)
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 #2: Learning Differences The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her
full potential.
Rationale: The teacher knows each students needs when it comes to learning, so they can reach their fullest
potential. The teacher created a lesson where all of the students needs are met by using resources, such as
technology in the lesson to help students meet the standard and reach their fullest potential. The teacher has
also created an environment where the students learn in a warm and caring environment.
Standard #3: Learning Environment The teacher works with learners to create environments that support
individual and collaborative learning, encouraging positive social interaction, active engagement in learning
and self motivation.
Rationale: The teacher creates a warm and caring environment where the students will welcome, and
encouraged to learn in a way that works for them. In this lesson, the teacher has created a lesson where the
teacher uses a variety of methods to engage learners by organizing, allocating, and coordinating the resources
of time, space, and learners attention. Some methods are, small group work, and whole class work.
Standard #4: Content Knowledge The teacher understands the central concepts of tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of
the discipline accessible and meaningful for learners.
Rationale: The teacher understands the main concepts on Colonial America daily life, therefore the teacher
created a lesson where the teacher incorporates supplementary resources and technologies throughout the
lesson, so the students can learn in a meaningful way.
Standard #5: Innovative Applications of Content: The teacher understands how to connect concepts and
use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving
related to authentic local and global issues.
Rationale: The teacher has created a lesson where the students use their knowledge of Colonial America and
make critical thinking decisions about colonial schools vs. modern day schools using different forms of
engagement.
Standard #6: Assessment The teacher understands and uses multiple methods of assessments to engage
learners in their own growth, to document progress, and to guide the teachers on-going planning and
instruction.
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Rationale: The teacher understands that documenting student progress is important. Therefore, the teacher
has created a lesson where multiple modes of assessment are used (student self, formative). The students will
self reflected on the lesson, and decide if they met the learning target or not and say why. The students will
also be creating a Venn Diagram on colonial schools vs. modern day schools. The teacher will be meeting
with each group to do an individual comprehension check to gauge if the students are meeting the standard or
need more help.
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.
Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies
to encourage learners to develop deep understanding of content areas and their connections, and to build
skills to access and appropriately apply information.
Rationale: The teacher understands how to get the students engaged throughout the lesson. The teacher has
created a lesson where the teacher uses a variety of multiple instructional strategies including, cooperative
learning, cues, questions and advance organizers, non-linguistic representation, summarizing and
note Taking, and setting objectives and providing feedback to help encourage learners to develop
understanding and be engaged all throughout the lesson.
Standard #9: Reflection and Continuous Growth: The teacher is a reflective practitioner who uses
evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on
others (students, families and other professionals in the learning community), and adapts practice to meet the
needs of each learner.
Rationale: The teacher is keeping a daily reflection log, and is reflecting on what went well, needs fine
tuning and what can be done to enhance the particular area. The teacher is focusing in on not rushing the
beginning part of the lesson, and stating the learning target for the lesson. Therefore because of reflecting,
the teacher makes sure to project and state the learning target to the class, and slow down the beginning of
the lesson.
Post-Lesson Reflection:
Overall this lesson went well. There were lots of things that went well. One thing was that before
the students started working, I made sure to go over what the plan for the day is. This is important
because the students need to know what is going on. When we started lesson 5, I went over the
learning target and made sure to project it on the board, so the students could read along with me. I
had been struggling to tell the students what the learning target and expectations for the class were,
but lately, I have been making sure that I do not rush the beginning of the lesson, and I state the
learning target for the class. Another thing that went well is that the students were responsible,
respectful, and safe throughout the entire lesson. The students were also engaged, and motivated
throughout the lesson. Another thing is that I did a good job with time management. I gave the
students 5-10 minutes to complete/finish the build a village because we needed to start lesson 5. All
of these things went well during the lesson because I used a variety of instructional strategies, was
enthusiastic, had good classroom management skills and created a warm and caring learning
environment.
One thing I need to work on is that I need to make sure that I fully go through my directions and
Revised 07/16
expectations for the lesson with the class. I tend to rush through the beginning of the lesson, so I can
get into the activity of the lesson. Another thing I need to work on is I still need allow for more wait
time before going over the directions. Some things I can do to enhance this these areas are, I can
call on students to repeat my directions, so I can make sure the students know what to do. I can also
do a thumb check with the students to. Lastly, I can also call on students to tell me some of the
directions and expectations for the lesson.
Since I teach this three times a day, I can switch up the order, or do things differently if I see that the
students struggled with a part of the lesson. In the first class, 5 out of 17 students partially met the
learning target, 6 out of 17 students met the learning target, and 4 out of 17 students exceeded the
learning target, and 2 students were absent. Looking at this data, the majority of the students met the
standard, which is good because the goal is for all of the students to meet the target. I also noticed
that even though the students were told to read all of the cards before answering the questions, the
students were reading the cards and answering the questions at the same time. For the last period, I
kept the students activity packets, so they were forced to read through all of the cards before
answering the questions. I believe that this went way more smoothly because the students were
retaining the information better, and that way they also had to use their knowledge, and figure out
which card at the right information.
Revised 07/16
