USF Elementary Education: Level 4 Internship Sup. Obs. 3 Name: _Grace M.

Colon-Merced________

Grade Level Being Taught: 5th Subject/Content: Social Studies Group Size: Whole Group Date of Lesson: 3/25/22

Part 1: Lesson Content

Title of Lesson Life in Colonial Williamsburg

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners - This lesson consists of looking at the way life was back then in Colonial Williamsburg, but it
also gives the students the chance to reflect on their own lives and compare the way we lived
back then to how things are now.

How does this lesson connect to/reflect the local community?

- Each place has different customs and resources, but this lesson goes into the government and
things that affected the community all around us.

What Standards (national or SS.5.A.4.1- Identify the economic, political and socio-cultural motivation for colonial settlement.
state) relate to this lesson?
(You should include ALL
applicable standards.)

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
- SS.4.A.3.1- Identify explorers who came to Florida and the motivations for their expeditions.

Trace the standard to the next grade level. What will students learn next related to this
standard?
- Changes to world history standards about other civilizations.

What misconceptions might

students have about this - Students might not understand why some tools were used back then in colonial Williamsburg
content? or might not know how people lived back then.

Objectives- What students will Some examples:

1
USF Elementary Education: Level 4 Internship Sup. Obs. 3
Grade Level Being Taught: 5th
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
2
Name: _Grace M. Colon-Merced________
Subject/Content: Social Studies Group Size: Whole Group Date of Lesson: 3/25/22
--Students will be able to accurately (measure- how well) differentiate (action- how) between
potential and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action-
how) a reasonable (measure- how well) prediction (also part of the action) for how the main character
will respond to a challenge in the second half (content- what).
- Students will be able to accurately identify the economic, political, and socio-cultural
motivation of those who lived in colonial Williamsburg.
- Students will be able to actively find the everyday roles and resources of colonial
Williamsburg
- Students will be able to quickly explain what they learned about colonial Williamsburg
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are
called for in the standard? _Understand______
Which level(s) of thinking is/are called for in your objective? _Remember and understand______
Why did you choose this level(s) of thinking?
- I chose these levels of thinking because this is a new topic. The main focus is the understand
level but the remember level is mentioned due to the information that needs to be remembered
from the previous day.
Describe your assessment plan:
- The assessment consists of participation in the colonial Williamsburg stations and writing a
letter at the end.
Is your assessment formative or summative? Why did you make that assessment decision?
- This assessment is a summative assessment due to this being a new topic of study.
USF Elementary Education: Level 4 Internship Sup. Obs. 3
Grade Level Being Taught: 5th
Assessment Scoring/Rubric
What are the criteria for how you
will assess student learning/student
work? If you’re using a rubric,
include your rubric here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you
3
Name: _Grace M. Colon-Merced________
Subject/Content: Social Studies Group Size: Whole Group Date of Lesson: 3/25/22
How does it align with your objective?
- This aligns with my objectives because it gives the students a chance to explain what they
learned in the letter, find information throughout the stations, and identify motivations
throughout the stations and in the letter.
Rubric:
- 5 stations (1 point for each completed)
- Letter (10 points for completion) (separate rubric will include what the letter requires)
Part 2: Lesson Implementation
- Teachers will start at the front of the room and students will be at their desks. During the
stations, students will be moving around the room from station to station in order from 1 to 5.
The students will be instructed when to move.
- I will remind the students of our work from the day before and ask them to take it out and use
it as they go through the stations. I will instruct table groups to go to the different stations.
Before I let them go, I will explain what the stations are.
- I will expect the students to not go over a level two of conversation and to actively participate
at their own stations. Students should not be interacting with students from another station or
wandering around the room. I will make this clear to the students before letting them go off to
their stations.
- If students do not meet the expectations, table points will be removed from their groups. If
there is further disruption, then students will be asked to sit down instead. One student has and
IEP plan and will be monitored separately, due to his medication ending.
- If students complete the stations quickly, they will be able to start on their letter. If they finish
USF Elementary Education: Level 4 Internship Sup. Obs. 3
Grade Level Being Taught: 5th
use if students do not meet
your expectations? Are
there specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)
4
Name: _Grace M. Colon-Merced________
Subject/Content: Social Studies Group Size: Whole Group Date of Lesson: 3/25/22
the letters quickly, then I will hand out a Titanic conspiracy worksheet from our lessons at the
start of the week.
Stations:
- Labels
- Instruction sheets
- Activities:
o Station 1: Education- toothpicks, paint, paper, worksheet, hole punch, and yarn
o Station 2: Shoe Shop- paper and pencils
o Station 3: Tavern- board game worksheet, tape, dice, and game tokens
o Station 4: Government- worksheet, stamp, and scissors
o Station 5: Nearpod
- Letter instructions and rubric
*Worksheets from the day before can be used as references and reminders of the information*
USF Elementary Education: Level 4 Internship Sup. Obs. 3
Grade Level Being Taught: 5th
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
5
Name: _Grace M. Colon-Merced________
Subject/Content: Social Studies Group Size: Whole Group Date of Lesson: 3/25/22
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
- Students are given the same information but there will be a different expectation for certain learners.
This will be in the form of product. Students with IEP/504 plans and ELLs will be required to
participate but will not be required to make a completely thorough letter. Regular students will need to
do the letter accurately and gifted students will be expected to go above and beyond the letter rubric’s
requirements.
Which specific students will benefit, and why?
- All students will benefit from this real-world simulation and will have the product
accommodations to their current level of understanding.
What accommodations will you make for students who are English Language Learners? (Refer
to your ESOL Strategies checklist and list specific strategies)
- The ELL plans for the students classify them as LY (limited English proficiency), LF (exited ESOL,
follow-up for 2 years), and LA (after the 2-year follow-up period).
- We have 4 LY students, 1 LF student, and 1 LA student. Four students in LY are all in their final
levels, extensive support is not needed, which is why the students will receive help if they need/ask for
it.
What accommodations will you make for students who have an IEP or 504 plan?
- Classroom plans will be followed to ensure the proper accommodations are made.
- We have one student in each group with a 504 plan. We also have 2 students with IEP plans from one
group.
What accommodations will you make for students identified as gifted and have an EP
(education plan)?
- We have 4 students in one group who go to the gifted program and then return for the lesson. These
will be the students who will be expected to write more and give more than the rubric asks.
USF Elementary Education: Level 4 Internship Sup. Obs. 3
Grade Level Being Taught: 5th
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you
ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
6
Name: _Grace M. Colon-Merced________
Subject/Content: Social Studies Group Size: Whole Group Date of Lesson: 3/25/22
Textbook:
- Social Studies Alive! America’s Past
1. What is the content area for this lesson? _Social Studies________________
2. What is the expected lesson structure for a lesson taught within this content area? In
other words, what lesson structure is appropriate for teaching within this content area?
(5Es; guided/gradual release/etc.) _Stations and independent work_________________
3. Step-by-step plan:
- Teachers will start at the front of the room and students will be at their desks. I will start by
explaining my expectations to the students. They should not be going over a level two of
conversation and must actively participate at their own stations. Students should not be
interacting with students from another station or wandering around the room. I will remind the
students of our work from the day before and ask them to take it out and use it as they go
through the stations. I will instruct table groups to go to the different stations, one table at a
time. Before I let them go, I will explain what the stations are.
o Station 1: The College of William and Mary and Dame schools
 Boys (writing) and girls (sewing) will do separate activities
o Station 2: The Shoemaker’s Shop
 Tracing feet to give to the shoemaker for shoe sizing
o Station 3: Raleigh Tavern
 Board game must be assembled, and game tokens initialed
o Station 4: The Governor’s Palace
 Voting for actions, make two piles: accepted and rejected
o Station 5: Colonial Williamsburg Nearpod
USF Elementary Education: Level 4 Internship Sup. Obs. 3 Name: _Grace M. Colon-Merced________

Grade Level Being Taught: 5th Subject/Content: Social Studies Group Size: Whole Group Date of Lesson: 3/25/22

collected during each phase?  Nearpod virtual tours of colonial Williamsburg

 What are other adults in the
room doing? How are they - During the stations, students will be moving around the room from station to station in order
supporting students’ learning? from 1 to 5. The students will be instructed when to move. My CT and I will be monitoring the
room and the time.

- If students do not meet the expectations, table points will be removed from their groups. If
there is further disruption, then students will be asked to sit down instead. One student has and
IEP plan and will be monitored separately, due to his medication ending.

- If students complete the stations quickly, they will be able to start on their letter. If they finish
the letters quickly, then I will hand out a Titanic conspiracy worksheet from our lessons at the
start of the week.