Lesson Two
Objectives and Standards
Objectives
Students will be able to:
Standards
VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by:
c) Identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;
d) Identifying the importance of the General Assembly (1619) as the first representative legislative body in English America;
Students will be able to:
- Explain what a charter is and why the charters of the Virginia Company of London were important
- Explain Jamestown’s system of government
- Explain the importance of the House of Burgesses
Standards
VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by:
c) Identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;
d) Identifying the importance of the General Assembly (1619) as the first representative legislative body in English America;
HandoutsVocabulary Bank (click to access file)
Other samples may be found in the Lesson Plan |
AssessmentsJamestown Reflection Booklet (day 1 & 2) – check for understanding/key facts (see Lesson 3 for sample)
Whip-around (day 1) - check for understanding/key facts/feedback Evolution of Government at Jamestown foldable (day 2)– check for understanding/key facts General Assembly foldable (day 3) – check for understanding/key facts Vocabulary Bank (day 1 & 2) – check for understanding |
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.