1 Teacher Name Donna Del Guercio Blum School Thomas Jefferson Elementary Subject Area___Social Studies__________ Grade/level___5 th Grade____________ Adventures of the American Mind Northern Virginia Alexandria Summer Curriculum Writing 2004 Lesson Plan Template Title of Lesson Jamestown: Taking the Good with the Bad Unit Topic Colonization and Conflict Enduring Understanding As a result of this lesson, students will understand: • Settlers in the New World had both positive and negative experiences. Content Knowledge As a result of this lesson, students will know: • The Jamestown colony was established in 1607. • The settlers underestimated the hard work necessary to survive. • John Smith was essential in helping the colonists survive. • Powhatan felt threatened by the settlers’ expansion. • Pocahontas may have saved John Smith’s life. Skills As a result of this lesson, students will be able to: • Extract key facts from stories about the colony, Pocahontas, and John Smith • Use graphic organizers to gain an understanding of life in Jamestown • Transfer information from graphic organizers into creative writing in the form of a postcard SOLs addressed Virginia Studies VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by a) explaining the reason for English colonization; c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement; f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival; g) describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers. Length of 1 one hour and fifteen minute class period
Transcript
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Teacher Name Donna Del Guercio Blum School Thomas Jefferson Elementary Subject Area___Social Studies__________ Grade/level___5th Grade____________
Adventures of the American Mind Northern Virginia
Alexandria Summer Curriculum Writing 2004 Lesson Plan Template
Title of Lesson Jamestown: Taking the Good with the Bad Unit Topic Colonization and Conflict Enduring Understanding
As a result of this lesson, students will understand: • Settlers in the New World had both positive and negative experiences.
Content Knowledge
As a result of this lesson, students will know: • The Jamestown colony was established in 1607. • The settlers underestimated the hard work necessary to survive. • John Smith was essential in helping the colonists survive. • Powhatan felt threatened by the settlers’ expansion. • Pocahontas may have saved John Smith’s life.
Skills
As a result of this lesson, students will be able to: • Extract key facts from stories about the colony, Pocahontas, and
John Smith • Use graphic organizers to gain an understanding of life in
Jamestown • Transfer information from graphic organizers into creative
writing in the form of a postcard SOLs addressed
Virginia Studies VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by
a) explaining the reason for English colonization; c) identifying the importance of the charters of the Virginia
Company of London in establishing the Jamestown settlement; f) describing the hardships faced by settlers at Jamestown and the
changes that took place to ensure survival; g) describing the interactions between the English settlers and the
Powhatan people, including the contributions of the Powhatans to the survival of the settlers.
Length of 1 one hour and fifteen minute class period
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Lesson
(depending on student pacing) *Postcards can be done for homework if necessary.
Overview of lesson
After examining primary sources about the Jamestown colony, this lesson uses “America’s Story: Jump Back in Time” to engage students in reading and writing about the challenges faced during the establishment of the Jamestown colony. After completing graphic organizers based on readings, students will write postcards to their homes in England describing their experiences.
Prior Knowledge
Students will need to be familiar with where Jamestown is on a map of Virginia. They will also need to know about the First Americans who lived in the area of the Jamestown settlement. Since creative writing will be done, students should be familiar with the content and conventions of strong writing. They should be comfortable with the use of rubrics.
Resources needed
Library of Congress Resources with title and permanent URL http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/colonial (America’s Story From America’s Library: Jump Back in Time) Pocohantas http://www.americaslibrary.gov/jb/colonial/jb_colonial_smith_2_e.html Pocohantas and John Smith http://www.americaslibrary.gov/jb/colonial/jb_colonial_smith_1_e.html Algonquian http://www.americaslibrary.gov/jb/colonial/jb_colonial_jamestwn_4_e.html Map of Jamestown http://www.americaslibrary.gov/cgi-bin/map.cgi?data=/assets/jb/colonial/jb_colonial_jamestwn_2.sid&tnail=/assets/jb/colonial/jb_colonial_jamestwn_2_n.gif&template=/jb/colonial/jb_colonial_jamestwn_2_e.html Virginia Charter http://www.americaslibrary.gov/jb/colonial/jb_colonial_jamestwn_3_e.
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html Other resources
• Laminated/enlarged photographs of John Smith and Pocahontas, Pocahontas in European garb, a map showing the new settlement of Jamestown, the Charter for the VA Company of London, and a Virginia Algonquian man (found at link listed above)
• Laptops or computers for pairs of students • Question sheets and graphic organizers (see attached) • Copies of postcards (attached pictures need to be copied onto
cardstock) • Grading scales for postcard
Process of lesson
1. Put students into 5 groups to observe the photographs listed above. Each group gets one of the pictures. Ask each group to describe the picture, explain what it may be, and discuss how it fits into what the students have been working on in Social Studies. You may want them to use the attached sheet to put their observations in writing. Tell them they will see these pictures once they get onto the computers. Do not tell them what the pictures are at this time. Allow each group to briefly share their picture and their observations.
2. Put the students in pairs of two with a laptop computer, a question packet, and a note card with this URL listed on it:
http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/colonial 3. As the page opens, introduce them to how it is set up. Point out
the timeline, picture, and passage. Ask volunteers to read the passage aloud.
4. After reading and discussing as a group, have the pairs answer comprehension questions from the first page in their packet.
5. Tell the pairs that when they finish, they should choose one of the stories listed below. They should choose from Saved by Pocahontas, “John Smith Became a Leader of Jamestown” or A Settlement with Unsettling Challenges, “Jamestown was Established” for this activity. They should read the information and observe the photographs. Remind them they can click on the photos to enlarge them.
6. As they finish reading and observing, the graphic organizer for
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the story they chose should be filled out. 7. Pairs who finish early can look at the other story. 8. As students finish, they should return laptops. Packets should be
held onto for use in the next part of the activity. 9. They can then receive postcard directions and the grading scales
(attached). Each student should select a postcard (copied earlier) and write a message. You may want to review the directions and grading procedures with the students before they begin.
10. After postcards are completed, students will pair up again and share and evaluate their partner’s postcard. They should use the grading scale on their direction sheet. Postcards and grading sheets will be collected.
Evaluation
The comprehension questions and graphic organizers will be evaluated by the teacher, The postcards will be evaluated by each student’s partner and by the teacher using a grading scale. Please see attached grading scale.
Extension Activities
Students could read additional stories about the settlement of the Jamestown colony. Students could further research Powhatan, Pocahontas, and John Smith. Students could research the Plymouth colony and compare it to Jamestown. Students could design a Power Point presentation based on their research.
Possibilities for Differentiation
Some students may need access to a dictionary to look up meanings of some words. Some students may need pre-printed and highlighted copies of the information they are going to read. Students will be able to read additional stories and search further in the website if they finish quickly. Since students will be paired, they will be able to provide support and challenges for each other.
What’s this Picture all About??? Group Members______________________________________ ____________________________________________________________________________________________________________
Describe your picture in detail. _______________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Why do you think I gave this picture to you? What does it have to do with what we are currently doing in Social Studies? _____________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Use the introductory story in the Colonial America section to answer these questions. Remember to use complete sentences and be careful about capitals and punctuation. Use the story to help you spell correctly.
1. Why did Europeans want to come to the Americas? _____________________________________________________________________________________________________________________________________________ 2. How were colonists able to survive in both Massachusetts
and Virginia? _________________________________ _____________________________________________________________________________________________________________________________________________ 3. What crops helped the settlers survive in each of the
colonies in Massachusetts and Virginia? _____________________________________________________________________________________________________________________________________________
4. When did enslaved Africans begin living in these colonies? _____________________________________ __________________________________________________________________________________________________ CHOOSE YOUR NEXT STORY & COMPLETE THE ACTIVITY FOR THE STORY YOU CHOSE. REMEMBER TO CHOOSE from Saved by Pocahontas, “John Smith Became a Leader of Jamestown” or A Settlement with Unsettling Challenges, “Jamestown was Established.
Saved by Pocahontas, “John Smith Became a Leader of Jamestown”http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/colonial/smith_1
Read all 3 pages of the story. Use the information to fill in theorganizer. This organizer will help you to write your postcardlater.
Accomplishments
(List as many asyou can find inthe reading.
John Smith Pocahontas
Challenges
or problems
faced
Who they
helped
and how
A Settlement with Unsettling Challenges, “Jamestown was Established”http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/colonial/jamestwn_1
Read all 4 pages of the story. Use the information to fill in theorganizer. This organizer will help you to write your postcardlater.
Accomplishmentsmade by settlers
Challengesfaced by settlers
Reasons foraccomplishments
Reasons forchallenges
Postcard Directions
Imagine you are a colonist in Jamestown. You are going to send a postcard to your family and friends back in England. Tell them about the settlement, the people you have met, and the challenges you faced. Your comprehension questions and graphic organizers will help you to include details in the writing of your postcard. Choose a postcard. The pictures are the same ones you looked at on the computer. On the top of the left side of the postcard, write a one or two sentence caption for the picture. Under your caption, write your greeting and at least five sentences telling about your experience in Jamestown. Include details about people you met and both positive and negative experiences you had. Remember to sign your name at the bottom. On the right side of your postcard, create a name and address for a relative or friend in England. The grading scale will be used when you share your postcard with your partner.
Grades Postcard created by ________________________________ Postcard evaluated by_______________________________ Use the attached rubric to give a score for each category. Content ________ Comments Voice ________ Conventions ________ Sentence Fluency ________
Grading Scale
4 3 2 1 Content There is one clear,
well-focused topic. Main idea stands out and is supported by detailed information.
Main idea is clear but the supporting information is general.
Main idea is somewhat clear but there is a need for more supporting information.
The main idea is not clear. There is a seemingly random collection of information.
Voice The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own."
The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.
The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.
The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.
Conventions Writer makes no errors in spelling, capitalization, or punctuation, so the paper is exceptionally easy to read.
Writer makes 1 or 2 errors in spelling, capitalization, or punctuation, but the paper is still easy to read.
Writer makes a few errors in spelling, capitalization, and/or punctuation that catch the reader's attention and interrupt the flow.
Writer makes several errors in spelling, capitalization, and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Sentence Fluency
All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis.
Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand.
Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand.
The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand.
Rubric created with assistance of Rubistar http://rubistar.4teachers.org
