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Jamestown/Plymouth
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Plan Author: David Riddick
Date Created: 11/26/2002 9:00:48 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Social Studies
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Goal(s):
Students will have an understanding of the conditions English settlers faced
at Jamestown and Plymouth during the early 1600's.
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Concept(s):
Students will learn to write an article for an editor of a London newspaper
describing the conditions English setters faced at Jamestown and Plymouth
during the early 1600's.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Planning Instruction and Designing
Learning Experiences for all Students
TPE: D. Planning Instruction and Designing Learning Experiences
for Students
CSTP Description: Teachers plan instruction that draws on and values
students’ backgrounds, prior knowledge, and interests. Teachers establish
challenging learning goals for all students based on student experience,
language, development, and home and school expectations. Teachers
sequence curriculum and design long-term and short-range plans that
incorporate subject matter knowledge, reflect grade-level curriculum
expectations, and include a repertoire of instructional strategies.
Teachers use instructional activities that promote learning goals and
connect with student experiences and interests. Teachers modify and
adjust instructional plans according to student engagement and achievement.
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• CSTP Key Element : Drawing on and valuing students’ backgrounds,
interests, and developmental learning needs.
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 Question : incorporate students’
knowledge and experience in my curriculum and instructional planning?
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CA- California K-12 Academic Content Standards
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• Subject : History & Social Science
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• Grade : Grade Five
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• Area : United States History and Geography: Making a New Nation
Students in grade five study the development of the nation up to 1850,
with an emphasis on the people who were already here, when and from where
others arrived, and why they came. Students learn about the colonial
government founded on Judeo-Christian principles, the ideals of the Enlightenment,
and the English traditions of self-government. They recognize that ours
is a nation that has a constitution that derives its power from the
people, that has gone through a revolution, that once sanctioned slavery,
that experienced conflict over land with the original inhabitants, and
that experienced a westward movement that took its people across the
continent. Studying the cause, course, and consequences of the early
explorations through the War for Independence and western expansion is
central to students’ fundamental understanding of how the principles of
the American republic form the basis of a pluralistic society in which
individual rights are secured.
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• Sub-Strand 5.2: Students trace the routes of early explorers and
describe the early explorations of the Americas.
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Standard 2: Explain the aims,
obstacles, and accomplishments of the explorers, sponsors, and leaders
of key European expeditions and the reasons Europeans chose to explore
and colonize the world (e.g., the Spanish Reconquista, the Protestant
Reformation, the Counter Reformation).
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• Sub-Strand 5.3: Students describe the cooperation and conflict that
existed among the American Indians and between the Indian nations and the
new settlers.
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Standard 2: Describe the cooperation
that existed between the colonists and Indians during the 1600s and
1700s (e.g., in agriculture, the fur trade, military alliances,
treaties, cultural interchanges).
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Objective(s):
Cognitive: Students learn the conditions English settlers faced at Jamestown
and Plymouth during the early 1600's.
Observable behavior: Students will research information through the Social
Studies textbook, handouts, and internet to write their articles for an
editor of a London newspaper.
Criteria: Given a rubric, students will describe the conditions English
settlers faced at Jamestown and Plymouth in the early 1600's, by writing an
article for a London newspaper, scoring a 3 or 4 on the established criterion
chart.
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Prerequisite Background Skills/Knowledge:
Students should be cognizant of the English expedition to Jamestown, Virginia
in 1607 for gold. Likewise, students should be familiar with the Pilgrims
landing at Plymouth, Massachusetts in 1620.
Students should have knowledge that the men of Jamestown had little repoitre
with the Algonquin Indians (Powhatan). On the other hand, the Pilgrims were
able to create a relationship with the Wampanoags in Plymouth.
Jamestown, Virginia 1607
English - rich men 104
Plymouth, Massachusetts 1620
35 Pilgrims - men, women, and children
67 hired workers
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes from the textbook and handouts for their
research and copy into their Social Studies journal.
Reading: Students read p. 138-142 for the Pilgrims in textbook and p. 158-162
for Jamestown. Students may also read information from prior notes and
handouts.
Vocabulary: Aims, obstacles, accomplishments, cooperation, conflict,
Wampanoags, Algonquins (Powhatan), Pilgrims
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Materials:
1) Pencil & Paper
2) Markers - red, green, blue
3) Transparencies
4) Transparency pen
5) Butcher paper
6) Social Studies textbook
"America Will Be" by Beverly Armento
Jamestown p. 158-162
Plymouth p. 138-142
7) "If You Sailed on the Mayflower in 1620" by Ann
McGovern
8) "The Massachusetts Colony" by Dennis Fradin
9) "The Virginia Colony" by Dennis Fradin
10) Jamestown handout
11) Plymouth handout
12) Computers - Internet - "Google"
13) Digital Camera
14) IBM formatted disks
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I will pass out newspapers and have students identify
parts of a newspaper. I will write down what they identify as parts of a
newspaper.
Procedure: Body
Input:
1st: Point our standards we are working on (posted).
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
Review the background vocabulary they need to know, and deepen their
understanding by making a T-chart of Jamestown and Plymouth with the
students.
3rd: Students are to become journalists transported in time to either
Jamestown or Plymouth. The editor of the newspaper they work for in London
wants an article of the new territories.
4th: The editor gives them a choice, Jamestown or Plymouth. Students decide
if they would rather write about the conditions of Jamestown or Plymouth.
Students may ask if they can write about both. I will tell them to focus and
complete one article first. They can always do more, but ensure one is
complete.
5th: Students quietly reflect and write down which one they want to write
about.
6th: Once students have decided were they want to go, Jamestown or Plymouth,
student will research from either textbook, handouts, or the internet to
gather information.
7th: I will stress upon writing as an investigator, documenting facts and
details. The London editor wants the sounds, smells, tastes, looks, and
feeling of the New World.
8th: I encourage them to write about the aims, obstacles and accomplishments
of the settlers.
9th: They may also write about the cooperation and conflict between the
settlers and the indigenous people.
10th: I will open the discussion to the class to share other topics of
interest they may include in their articles.
11th: Students may work independently or in cooperative groups. Students
share with each other their articles and provide positive feedback.
Guided Practice:
I will write what they know and their questions on the transparency T-chart.
We will discuss ways to research. We will do mock interviews in search of the
editors question. Make sure students write in essay form, not
script-interview format.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Some students will research answers on the computer, while other students
will use the textbooks and handouts.
High achieving students will use a digital camera to take pictures and place
in them in their newspapers. Students may also download pictures from the
internet to place in the newspaper.
Procedure: Close
To close the lesson, students will share their final articles with each
other. Students will type their articles in a brochure format on Microsoft
Word.
A published version of all their articles together will be photocopied for
the entire class to share each others understanding of Jamestown and
Plymouth.
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Assessment:
A rubric will be utilized to determine student proficiency of the conditions
English settlers faced at Jamestown and Plymouth, by scoring a 3 or 4 on the
established criterion chart.
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Assessment/Rubrics:
Rubrics:
Jamestown/Plymouth rubric
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Reflection:
The objective of the lesson was achieved. I know the objective was achieved
because the students wrote splendid articles describing the conditions
English settlers faced at Jamestown and Plymouth and scored at least a 3 on
the established criterion chart.
I correctly anticipated the students would be engaged by the idea of writing
an article and becoming a time traveler. The T-chart was a good visual in
supporting students background knowledge of Jamestown and Plymouth. I made
effective use of visual instructional strategies such as passing out newspapers,
the T-charts and use of the overhead projector. I allowed students to clarify
in their own words the objective of the lesson.
I did not anticipate the students would have difficulty understanding the
objective of the lesson. I was not clear and focused in my direction of the
lesson. My introduction of the lesson was rather vague. I had to modify my
instruction to meet the developmental academic needs of my students. I had to
refocus the lesson and go back to my original goal. Once I was able to establish
a more clear focus and direction for the lesson, the students were on task
and engaged.
In meeting the standard for Planning Instruction and Designing Learning
Experiences for all students, I found there must be a balance between student
inquiry and meeting my students developmental academic needs. If I were to
teach this lesson again, I would have presented it with a more concrete
focus.
The lesson was relevant and worthwhile. The articles written by the students
displayed insight and imagination. It was exciting to read the imagination of
the children reporting as time travelers to the early Americas.
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