Lesson Five
Objectives and Standards
Objectives
Students will be able to:
Explain the impact of the arrival of women and Africans at Jamestown
Explain the effect that agriculture had on the Virginia colony and its influence on slavery
Standards
VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by:
e) Identifying the importance of the arrival of Africans and English women to the Jamestown settlement;
VS.4 The student will demonstrate knowledge of life in the Virginia colony by:
a) Explaining the importance of agriculture and its influence on the institution of slavery;
Students will be able to:
Explain the impact of the arrival of women and Africans at Jamestown
Explain the effect that agriculture had on the Virginia colony and its influence on slavery
Standards
VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by:
e) Identifying the importance of the arrival of Africans and English women to the Jamestown settlement;
VS.4 The student will demonstrate knowledge of life in the Virginia colony by:
a) Explaining the importance of agriculture and its influence on the institution of slavery;
HandoutsVocabulary Bank (click to access file)
Walk About Survey (click to access file) Final Project Choice Board Selection Sheet (click to access file) Other samples may be found in the Lesson Plan |
AssessmentsNews Article (day 1) – check for understanding/key facts
Foldable (day 2) – check for understanding/key facts Jamestown Reflection Booklet (day 1, 2 & 3) – check for understanding/key facts Jamestown Word Sort (day 3) – check for understanding/key facts End of Unit Choice Board End of Unit Test (click to access file) End of Unit Test Answers (click to access file) |
Differentiation & Accommodations
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.