Lesson Plan

Teacher Candidate: Gabrielle Lakkis Date: 3/10/24

Group Size: 52 Allotted Time: 35 minutes Grade Level: 4th

Subject or Topic: Social Studies

Common Core/PA Standard(s)

● Standard 8.1.4.A: Identify reasons why people move from one place to another.
● Standard 8.1.4.B: Describe the experiences of early immigrants in the United States.

Learning Targets/Objectives
● Students will identify reasons for the migration of the Pilgrims and Puritans to the
Americas.
● Students will describe the experiences of the Pilgrims and Puritans as early
immigrants in the United States.
● Students will explain why the Pilgrims and Puritans established self-governing
communities.

Formative Assessment Approaches Evidence observation or method of collection

1. Group discussions on reasons for 1. Teacher observation during group work
colonization 2. Group presentations
2. Presentation of self-governing rules by
each group

Assessment Scale for any of the assessments above if needed

● Exceeds Expectations
● Meets Expectations
● Approaching Expectations
● Below Expectations
Summative if applicable
● Presentation of self-governing rules by each group

Subject Matter/Content to be taught in the lesson

Prerequisites
- Familiarity with the concept of immigration and reasons for people moving to new places
- Knowledge of key terms such as colony, community, and governance
- Ability to work collaboratively in small groups

New Key Vocabulary

● Colonization
● Self-governing
● Puritans
● Pilgrims

Content/Facts
● Reasons for the Puritans and Pilgrims' journey to New England
● Self-governing principles and rule creation
● Political, social, and economic contributions of the Puritans and Pilgrims

Introduction/Activating/Launch Strategies
- Engaging Hook
Ask: Have you ever been on a long trip or drove to a destination that took a
long period of time? T&T
- Discussion
Tell: Instruct students to share aloud their experiences
Prompt students with questions like :"Why do you think people leave their homes and
move to new places?"
- Allow students to turn and talk
- Instrcut students to share and discuss to whole class

Development/Teaching Approaches
Introduce Puritans and Pilgrims migration video:
The Pilgrims and the Mayflower Compact
- “Before playing tell students to think about why people may migrate, why
might a colony want to self govern”
- After the video: “Talk to your group and discuss these questions.”;
"What challenges did the Pilgrims and Puritans faced when they arrived in the
Americas?"
 "How do you think the Pilgrims and Puritans worked together to establish their
communities?"
"Why is self-governing important when starting a new community?”
- Allow for student responses
Announce that each table group is now their own colony
“Each of your groups has just picked up and moved to a whole new world!”
“How will you self govern? Think about what the puritans and pilgrims did, think about what
rules you can make for your colony. You all have to come to an agreement and decide as a
community.”
Prompt more questions for them to ask when making rules.
“What will keep your community safe? How will you keep up with these rules, how will you
decide what is right or wring upon your community?”
Tell students that they will decide rules unitedly and come up with colony name.
- Hand out anchor chart paper and have markers ready to hand out
- Advise that no student will begin until you say the magic word “shamrock”
- Once students show they are ready, utter magic word and students may begin
Circulate and scaffold students as needed
- Once finished allow groups to share their rules
Show Video on “City Upon a Hill”
- Before reading hold discussion
- “John Winthrop is a leader who came to the new world to show other colonies that his
is the one that all should look up to”
- “I am going to play a video describing all about his colony and why they were the city
upon a hill, as it is playing write on your whiteboards any key information that will
help you understand why they were the colony to look up to.”
- Video: The History of the Pilgrims & New England Colonies for Kids
● After video: “Who can tell me what John Winthrop did and why his colony
was a city upon a hill?”
● Call on few students
- “You have just come up with rules to help your colony stay safe and
working together as a community, now I want you to look at your
rules/laws and think about in your groups what can you do to revise or
make them even better, how can you be a model for other colonies to
look up to?
- Allow time for group discussions
● Ask each group to share
● After sharing place large easel paper on the board labeled “We
are the City upon a Hill.”
● Whole class Exit Ticket:
- “Now I want us to think about some ways we can be a
class to look up to, what can we do to model good
behavior, to show other kids in other classes how they
should be?”
- Call on students and write responses on anchor chart
- “Great job! I will hang this up and allow us to revisit
any time we need to remind ourselves how we should
model or act in the classroom. This is also great to
remind us of the kindness week we just had.”
Closure/Summarizing Strategies
- Allow groups to share why rules or even laws are so important even today and what the
world may look like without structure (laws/rules)
- “You all did such a great job implementing rules for your new colonies!

Accommodations/Differentiation

● Provide visual aids for visual learners

● Allow for group work for collaborative learners
● Offer additional support for struggling students during group activities

Materials and Resources:

The Pilgrims and the Mayflower Compact
Anchor Charts (one per group)
Markers (one pack per group)

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts