Alief ISD
Social Studies Lesson Plans
Unit 1-Comparing the Colonies
Date: _______________
Desired Results: (Unit
Understanding)
Geographic differences
among the colonies
contributed to the
development of three distinct
economic regions.
Time Allotted: 1 week
Objective/TEKS:
Using a map or globe I can locate the
three colonial regions (5.7c)
Using a map or globe I can describe
where the colonists lived and how
each region was geographically
different. (5.6A)
I can explain how the early colonists
Universal Generalization:
supported themselves in the different
Where you live affects how you
regions (5.10B)
live
I can identify the ways made money
in the colonies.(5.11B)
I can describe how colonists made a
living for themselves by owning their
own businesses. (5.12A)
Anticipatory Set: (Universal Generalization) (Hook) Where you Topics & Vocabulary:
live affects how you live.
economy
Begin by asking students, “What is a billboard?” After some discussion region
have kids get out their ISN notebooks and on the left side have them
Triangular
complete a response:
resource
“Draw a billboard you have seen in the community”. After drawing
have students write three details about the billboard they chose and
Materials/Resources:
answer the question, “Why do communities have billboards?” Discuss  History Alive!
with class.
America’s Past,
Lesson 7 Comparing the
Colonies (Focus on
Instructional Input: (Line) Modeled/Guided Practice
regions, not
Start out with a transparency of a map of the New World.
individual colonies)
Lead a discussion about how the British establish and lived in the three
regions of America from 1620 – 1733. From looking at the map ask the  Lesson 8 – Facing
Slavery
students the following questions:
 Text – Chapter 5,
 What resources do you think were available to the colonists in
Lesson 4
each of the regions?
 Text p 198 – 199
 What do you think they did for a living?
 Text Chapter 6,
 Why would they want to live there?
Lessons 1, 2, and 4
Place graphic organizer transparency 7 on the overhead. Have them
glue a copy of the transparency in their ISN notebooks. Tell students
that as they read they will discover reasons for founding each region,
geography and climate, jobs colonists had and the government of each
region.
Grade 5
Comparing the colonies
Unit Question:
What effect did
geography have on
the development and
character of the
three separate
colonial regions?
Assessment:
Poem that
emphasizes reasons
why you might move
to a particular
location in the New
World.
1
Alief ISD
As a group call on students to read a paragraph about The New
England Colonies (pages 69 and 70). After the reading of each
paragraph discuss and demonstrate (model) what should be written in
the notes under each category in the ISN.
Divide kids into groups to finish the remaining two regions. Assign
which group should do which region. (Middle or Southern) Students
should take turns reading in the groups and after each paragraph they
should discuss what should be written on the chart. Once groups have
finished they need to share the information they found out and
present to the class. As they present the other students are
responsible for taking notes.
Independent Practice: (Sinker)
How will you check
for understanding?
Write a poem stating the reasons why you would move to a particular
region in the New World. This could be written as a Cinquain, Haiku, or Through the kids’
Diamante.
poems.
Modification:
Extension:
 Make sure groups are created with mixed-abilities to provide
support for all students.
 Students groups may utilize audio tapes to read selected
text.
Closure:
Refer students back to the unit understanding (Geographic differences
among the colonies contributed to the development of three distinct
economic regions.) by asking questions such as:
 How does the land matter where you live?
 How does climate affect where you live?
 Does it really matter where you live?
 Unit Question
Grade 5
Comparing the colonies
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