Lesson Plan : Jamestown
Teacher Name: | Tulley |
Grade: | Grade 5 |
Subject: | Social Studies |
Topic: | Jamestown and Colonization |
Content: | Early American Colonization, Pilgrims, John Smith and Pocahontas We will discuss England's motivation to begin a permanent colony in the New World. As a class, we will try to imagine what it was like to be one of the first colonists, and analyze the causes of its successes and its failure. We will learn about the following historical figures: John Smith, Pocahontas, John Rolfe, and the Powhatan tribe. |
Goals: | 1) Students will understand the geography of the Jamestown area and how that affected the lifestyle and rate of survival of the first colonists. 2) Students will understand the class difference in England at the time and the motivation for the Pilgrims and others ("strangers") joining them to Jamestown. 3) Students will be able to discuss the main reasons for death including diseases and their causes. 4) Students will learn about the relationships between the colonists and the Native Americans. 5) Students will be able to discuss the factors that helped Jamestown survive (John Smith, tenuous peace with Native Americans, Pocahontas) |
Objectives: | 1) Students will keep an organized binder with all of the work completed for this lesson. 2) Students will take a quiz made up on open-ended questions, a vocabulary section, and a map exercise. 3) Students will actively participate in class discussion and will answer oral questions in class. 4) Students will be able to paraphrase what happened in Jamestown to a partner. |
Materials: | Outlines made by teacher, overhead projector, TV, and video |
Introduction: | Prompt question and warm-up exercise: Draw a web diagram of what the class already knows about Jamestown. Have students close eyes, and paint a picture for them the struggle to first come to America, and second settling, living in fear of Native Americans, and working hard to survive. |
Development: | 1) Teacher will present information in narrative form (after having read the section from Joy Hakim's book.) As she talks, she will fill out an outline on the overhead. Students will follow along on their own outlines. |
Practice: | 1) Students will make another mind map of what they have learned about Jamestown with partners. Class will discuss. 2) The students will also tell the lesson as if a story to a partner. 3) Class will practice a skit for the next couple of days. 4) Students will also watch a video on Jamestown. |
Accommodations: | 1) For those with auditory processing disorder, the overhead provides a visual. Class mind maps will help them also gain the content material. 2) For the concrete thinkers, the teacher modleing how to fill out an outlien will guide them through their own work. 3) For those that learn by doing, skit practice would help. 4) For those that have auditory process deficits, the video will help enrich and cement the information learned. 5) For those that are dyslexic, the modeling of what to write and where to write it helps them accomplish the task. 6) This entire lesson is designed so that children do not have to read a text book (my students cannot read). They will listen, see, and do. As far as the skit, those that are seriously impaired, will get fewer lines, and will practice at home with an adult. Reading the same lines over and over helps with their reading. |
Checking For Understanding: | Quiz with open-ended questions, vocabulary section, and a map exercise. |
Closure: | 1)Performance of the skit to the neighboring class. 2) Teacher checks binder for work (mind maps, outline, map exercises). |
Evaluation: | 1) From the quizzes, I can tell if the students have learned anything. 2) Through doing the skit, I will be able to determine if the students are "getting" the sequence of events or not. 3) From their work, I could determine how much the students can handle independently. I could assess whether or not it is time to take away the overhead outlines, and have them try to take notes as I talk, but keep it very structured. |
Teacher Reflections: |
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