	Name: Nicole Brubaker Date: 4/22/17 Grade: 5th Grade Lesson Name: Colonial America & Colonists and Native American Relations
Audience and Common Core Learning Standards Addressed:	This unit is designed for 5th Grade Students Social Studies Standards 5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers. 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era. English Language Arts Common Core Standards CCSS.ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CCSS.ELA-LITERACY.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Target: Objective Understanding	Describe the cooperation that existed between the colonists and Indians Examine the conflicts before the Revolutionary War Explain the influence and achievements of significant leaders Understand the influence the original 13 colonies Identify the major individuals Describe the religious aspects of the earliest colonies Identify the significance and leaders of the First Great Awakening Explain early democratic ideas and practices
Materials	Device Optional: Social Studies Textbook
Learning Plan	Background: Students can describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River. Students trace the routes of early explorers and describe the early explorations of the Americas. Students have read the historical fiction novel, The Witch of Blackbird Pond to help build background knowledge. Teacher has modeled how to construct an evidence-based response. Topic/Restate Sentence Provide Answer Cite Evidence Justify Evidence Students have access to Evidence-Based Writing Template with embedded YouTube Playlist. Students may comment to ask teacher or peers specific questions about citing evidence/quoting accurately. Students have access to Evidence-Based Writing Rubric Students may comment to ask teacher or peers specific questions about requirements when citing evidence/quoting accurately. Students have received a Colonial America HyperDoc.
Learning Plan	Activities: For this lesson plan, I will be focusing on Task #3 Task #4, and Task #5 (two to three days) in the Colonial America HyperDoc Students will use the information they have gathered from the video clips and the three articles they have read. (Task #1 and Task #2) They will share the most important and relevant details on one of three different Padlets that are linked within the HyperDoc. New England Colonies Middle Colonies Southern Colonies Once students have shared important details, they will connect with their triad and begin organizing the important information into the Thirteen Colonies Matrix that they will be collaborating on. Students will have to decipher where the information belongs.
Formative Assessment:	Every student will be required to post at least one piece of information on one of the three Padlets. Many students will post more. I will allow repeats to ensure everyone has the opportunity to post. Students will then go to the Google Form linked in the HyperDoc to share their one piece of important information here. This will be a quick way for me to ensure they understand the information accurately and are able to communicate their information in a clear manner.
Summative Assessment #1 and Summative Assessment #2 Upon Completion of task #8 and the entire Unit of Study (A total of 14 Tasks)	Task #9: Please see HyperDoc Get creative! Using the information provided HERE. Please create something that proves your comprehension of this material.