Name: Taylor Fritz
Subject/Grade: 4th Grade Social Studies
Estimated Time Frame: 35 minutes
Standard(s):
4.15 Cite and explain examples from informational texts about how economic opportunities and political, religious, and social institutions
evolved in the colonial era. (C, E, G, H, P)
4.18 Explain various reasons why people came to the colonies, including profit, religious freedom, slavery, and indentured servitude. (C, E, H)
4.19 Locate and label on a map the location of Jamestown, Plymouth, New Netherland, New Sweden, and the Massachusetts Bay Colony. (G)
Big Idea(s)/Essential Question(s):
How are the Plymouth Colony and the Massachusetts Bay Colony different?
How were Puritans different from the Pilgrims?
Why is the Mayflower Compact important?
New Learning:
Vocabulary – Pilgrim, Colonial, Cape, Mayflower Compact, Puritan
Concepts – Understanding the importance of the Mayflower Compact. Compare and Contrast the Puritans and the Pilgrims.
Understand the reason why the Pilgrims came to America. Compare and Contrast the Plymouth Colony and the
Massachusetts Bay Colony settlements.
Skills –Understanding the reason why the Pilgrims came to America. Draw conclusion about why the Mayflower Compact
was significant and what could have been an outcome if they had not signed it.
Applications – Students will apply what they have learned about the differences between the Puritans and Pilgrims, using a
graphic organizer. At the bottom of that paper, they will write three sentences about how the two are similar.
Learning Target(s)/Objective(s):
I can understand the similarities and differences between the Plymouth colony and the Massachusetts Bay colony.
I can determine the importance of the Mayflower Compact.
I can determine how the Puritans and Pilgrims were similar and different.
Summative Assessment:
Instructional Strategies/Activities: The students should have read over Lesson two for homework. As a group, the class will review the chapter and
work on the lesson study guide as we reach each topic. The class will work on the graphic organizer independently for 5 minutes, and then be
placed into small groups to check their answers. The class as a whole will then discuss the similarities and write three sentences about what they
have learned. At the end of the lesson, the students will write an exit ticket containing two sentences. The first will be about the importance of the
Mayflower Compact, and the second will be what they think might have happened if the Compact was not signed.
Materials and Resources:
 Textbooks
 Smart board to show video and stopwatch for the small groups
 Paper
 Worksheet
 Graphic Organizer
 Pencils
INSTRUCTIONAL STEPS
BEGINNING
Assessment

The teacher will begin the lesson by showing a School House Rock
video about the Pilgrims coming to America. The teacher will ask
the students why they think the Pilgrims came to America.
https://www.youtube.com/watch?v=WvOZs3g3qIo
2 minutes
and 58 seconds.

The teacher will be
able to assess the
students by the
answers provided by
the students when
asked
why
the
Pilgrims came to
America.
Anticipated Learning
Difficulties/Misunderstandings and Strategies to
Address Them



Visually Impaired: Students
whom are visually impaired will
be given an iPad and
headphones so the student can
see the movie better.
ADHD: Students who have
ADHD, the song in the movie is
catchy and will be a great way to
grab their attention.
Gifted: Students who are gifted,
will be asked if they know what
the ending of the song is about.
The ending leads into the
Declaration of Independence,
and they will be asked if they
know what that is.
MIDDLE
Assessment
Content Input ( “I do” activities):
The teacher will present the lessons to the students. The teacher will
discuss the relationship between the Massachusetts Bay colony and the
Plymouth colony. The teacher will also discuss the differences and
similarities between the Puritans and Pilgrims. The teacher will discuss the
importance of the Mayflower Compact and ask the students why they
think it is important. The teacher will review the lesson with the students.
After the students have been broken into small groups, the teacher will
review the graphic organizer. The teacher will review the first five answers
from the Study Guide, and the bottom will be given as homework.

The teacher will
assess the students
throughout
the
instruction, based on
the bloom’s based
questions that are
frequently
asked
throughout
the
review. The teacher
will ask questions
Anticipated Learning
Difficulties/Misunderstandings and Strategies to
Address Them


Visually Impaired: Students who
are visually impaired will be
given an iPad that has the notes
and worksheet already on the
iPad in a larger font, so the
students can read the words
better.
ADHD: Students with ADHD will
have a modified score for their
grade. They will be paired with a
Guided Practice (We do):
As a group, the students and teacher will discuss lesson two. Throughout
the review, text evidence questions and deep thought questions will be
asked. As the whole group discusses the chapter, the students will answer
the top portion of their Study Guide worksheet. The class will have five
minutes to write the differences between the Massachusetts Bay colony
and the Plymouth colony on the graphic organizer. The class will then be
broken into small groups of 3-4 students, and the students will check their
answers with each other. Each group will tell one difference under one of
the headings, until each has been answered fully. If one group has
something different than another group, a class discussion will begin and
the class will decide which is right.
Independent Practice (You do; may include Homework):
For homework, the students will complete the graph at the bottom of the
Study Guide. The homework will reinforce the differences in the
Massachusetts Bay colony and Plymouth colony.


such as “ Why was
the
Mayflower
Compact
so
important?” “ If the
Pilgrims came to
America for religious
freedom, why did the
Puritans come to
America and how
were they different
from the Pilgrims?”
and “apply what you
know about the
Massachusetts Bay
colony
and
the
Plymouth colony, and
how that settlement
influenced
future
settlements.”
The teacher will be
able
to
assess
students’
remembering,
understanding,
applying, analyzing,
evaluating,
and
creating based on the
graphic
organizer,
Study
Guide/
Homework
worksheets, and class
discussion.
The homework will
provide assessment
as well. The teacher
will be able to assess

gifted student as well, so they
can have extra help and answer
the questions fully.
Gifted: Students, who are gifted,
will be placed with an ADHD
student in a group. They will
work
together
on
their
worksheets and help the other
student. The gifted student will
be teaching the other student if
they do not understand a
concept, and this will reinforce a
concept for them to have a
better understanding also.
the students’ ability
to use text evidence
and
recall
the
different facts from
the two colonies.
END
The standards covered in this lesson are: 4.15 Cite and explain examples from informational texts about how economic opportunities and
political, religious, and social institutions evolved in the colonial era. (C, E, G, H, P) 4.18 Explain various reasons why people came to the
colonies, including profit, religious freedom, slavery, and indentured servitude. (C, E, H), and 4.19 Locate and label on a map the location of
Jamestown, Plymouth, New Netherland, New Sweden, and the Massachusetts Bay Colony. (G) These standards are achieved throughout the
lesson. The students are able to achieve 4.15 during the review of the lesson and from the Study Guide/Homework worksheet. The students
also met 4.18 during the review, discussion, and study guide. The students covered 4.19 when the video was playing in the beginning of the
lesson.
The teacher will have the students all stand up and be “live clickers”. Every student will have to tell one thing they learned from the lesson
and there cannot be any repeat answers. They will raise their hands to answer and they cannot shout out their answers.
TEACHER REFLECTION
Reflection on Lesson Plan and Delivery (to be completed after lesson is taught):