Lesson+5

Lesson 5- Colonial Settlements: Plymouth

** LESSON PLAN GRADE FIVE ** ** Lesson Five ** How did the settling of the different European countries in North America lead to the colonization ofAmerica? 1.A.2.a – Students will be able to e xplain and report on the early examples of self-government, such as the Mayflower Compact and the House of Burgesses. 3.A.1.d – Students will be able to c ompare geographic locations and geographic characteristics of colonial settlements, such as, Jamestown, Plymouth, Boston, Philadelphia, Charleston, and New York City. 4.A.4.a – Students will be able to analyze examples of regional specialization and how it contributed to economic growth through the colonies. 5.A.1.b – students will be able to evaluate the results of the interactions between European explorers and native peoples. Draw conclusions and inferences and make generalizations and predictions from the text. || 6A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information. 6A.4.a – Indentify and explain what is directly stated in the text. 6A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 2B.1.f Use safe and correct security procedures (such as protecting password and user ID) 3A.1.b Use teacher- selected, technology tools that enhance learning 3B.1.a Use technology tools to work collaboratively within the school community || __History Alive__ Textbook (pages 63-65) __Trophies story “Across the Wide Dark Sea”__ Settlement Chart Prediction Chest Short Answer Map Journey Prediction Journey Senses Chart Mayflower Compact (Resource if needed) [] This is a virtual map to show the students where the settlements were located. Put the Journey to America: Prediction Chart on the Elmo or projector screen. Ask the students to describe what they think the journey to America would be like. (Attached is an example of what a response should look like. However, keep in mind that answers may vary and this a **//__model__//** not the only answer.) On the class blog (or wikipage), students will post an image that describes one aspect of the journey to America. Be sure to share webpage and allow students to see what other classmates added. Discuss the commonalities and address any questions students may still have. ||
 * **UNIT : Colonial America** ||
 * **LESSON 5: Countries and their Settlements (Plymouth & Mayflower Compact)** ||
 * **TIME FRAME: 2 Class Periods** ||
 * **BACKGROUND INFORMATION FOR TEACHERS** ||
 * **STAGE 1 – DESIRED RESULTS** ||
 * **TOPICAL UNDERSTANDING:** Key historical events led to early settlements in the Colonial America. ||
 * **ESSENTIAL QUESTION:**
 * OBJECTIVE ** :
 * POWER STANDARD**:
 * **SKILLS AND PROCESSES:**
 * CCSS: **
 * MTLSS: **
 * **STAGE 2 – ASSESSMENT EVIDENCE** ||
 * **ASSESMENT EVIDENCE:** Settlement Chart & Short Answer ||
 * **STAGE 3 – LEARNING PLAN** ||
 * **MATERIALS:**
 * VOCABULARY:**
 * Compact** – agreement
 * HOOK/MOTIVATOR:**
 * PROCEDURE:**
 * 1) Have the students come together and read aloud, ”Across the Wide Dark Sea” from the grade 5 Trophies book (pages _). Alternative: Have students partner read.
 * 2) As they listen, have them fill out the Journey to America: Five Senses Chart.
 * 3) After reading, have students partner up and compare their prediction charts with their senses chart. Have each partner group share something that they learned about the journey to America once back in whole group.
 * 4) Have the students take out their settlement chart and their __History Alive__ book.
 * 5) Today the students will be reading pages 63-65.
 * 6) They should find a different partner to read with. As they are reading they are to complete their settlement chart.
 * 7) When the students are finished reading, they will go back to their original prediction group from the previous lesson and discuss their findings.
 * 8) After the groups have finished their discussion go over the settlement chart with the entire class. Make sure the students have the correct answers for each category.
 * Extra Note: Make sure the students understand that everything ties together.**
 * 1) Then have the students take out their maps from the previous lesson and locate Plymouthon them.
 * 2) Make sure at this point that the students have located each settlement on their map.
 * 3) Hand out the Short Answer to all students**.** Read the question to the students to be sure they understand.
 * Distance Learning Connection:**