Lesson One
Objectives & Standards
Objectives
Students will be able to:
Standards
VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by:
a) Explaining the reasons for English colonization;
b) Describing how geography influenced the decision to settle at Jamestown
Students will be able to:
- Explain why the English wanted to colonize America
- Explain why the Jamestown settlers came to America
- Locate Jamestown and explain why that site was selected to be settled
Standards
VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by:
a) Explaining the reasons for English colonization;
b) Describing how geography influenced the decision to settle at Jamestown
Handouts / SamplesVocabulary Bank (click to access file)
Other samples may be found in the Lesson Plan |
AssessmentsFoldable (day 1) – check for understanding/key facts
Jamestown Promotional Posters (day 2) – check for understanding/key facts Exit ticket: Jamestown Reflection Booklet (day 2) – check for understanding/key facts |
Differentiation & Accomodations
Differentiating by Gardner's Multiple Intelligence Theory - click for spreadsheet that shows all the activities in this unit and to which multiple intelligence they correspond.
Other ways of differentiating include how you teach (the process), what you teach (the content) and the product (what the students produce).
In these lesson we have:
Process by Interest and/or Learning Style differentiation
Accommodations include a lot of out loud reading by the teacher, so that students who are struggling readers or English Language Learners (ELLs) can hear the information instead of relying on their reading. There are also many opportunities for group work. The teacher can plan these groups up ahead of time to pair certain students with others, who may help them.
Other ways of differentiating include how you teach (the process), what you teach (the content) and the product (what the students produce).
In these lesson we have:
Process by Interest and/or Learning Style differentiation
- Students are taught using different processes based on their interest and/or their learning style. For students who are verbal-auditory learners, those processes could be direct verbal instruction, read-alouds, or watching a video. Processes for students who learn by doing could include participation in role play or simulations.
- In this case the content is differentiated by learning style. Being aware of how students learn, lessons were planned with learning styles in mind. These lesson are heavy on the verbal-linguistic style, visual-spatial and interpersonal learning style. See Gardner's Multiple Intelligence spreadsheet.
- In this case students are given a choice in the work they produce. Students are usually given a choice board of activities and the idea is that they can choose what interests them. In the choice boards (or choice activities) in these lessons, there are artistic choices (draw, create, etc) and writing choices, among others. Some choices have a combination of learning styles.
Accommodations include a lot of out loud reading by the teacher, so that students who are struggling readers or English Language Learners (ELLs) can hear the information instead of relying on their reading. There are also many opportunities for group work. The teacher can plan these groups up ahead of time to pair certain students with others, who may help them.