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Social Studies Lesson Plan Template

Group Members/Group Name: Colleen Murphy_


Thematic Unit Theme/Title/Grade Level: _The New World: the founding of the first successful British colony in America. _
Group Wiki space address: __ http://jamestownlessonplans.weebly.com __
Daily Lesson Plan Day/Title: _What do you know about Pocahontas?
Lesson Length (ie. 30 minutes): __35 - 40 minutes
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

Jamestown, Virginia was the first permanent, successful English settlement in the Americas. In 1607, The Virginia Company
of London built James Fort. This settlement was located in the Native American country of Tsenacommacah, which was
run by the Powhatan Indians. An extremely influential figure in the relations between the English and the Native Americans
was not the Powhatan Chief, but one of his many daughters, Pocahontas. Students should develop an understanding of the
events that took place in Jamestown, specifically the relationship between the new English colonist and the effect they had on
the Powhatan Native Americans, specifically Pocahontas.
The student will
Be able to accurately describe the real Pocahontas, and her historical contribution to the relationship
between the early English colonists and the Native American population effected by their colonization. In order to separate
fact from fiction, students will use the What do you know about Pocahontas? glogster and the text Pocahontas by Ingri &
Edgar Parin dAulaire. In groups, the students will create a Venn Diagram, comparing the facts and fiction of Pocahontas, so
they understand clearly what is fact and what is fictitious.
Individually, the students will demonstrate their understanding by writing four diary entries as if they are Pocahontas. This
will allow the students to empathize with Pocahontas with historic accuracy.

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.

SS.5.A.3.3, Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of
North America.
LAFS.5.W.3.7, Conduct short research projects that use several sources to build knowledge through investigation of different
aspects of a topic.
LAFS.5.RI.3.7, Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.

These can be downloaded from the


Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template


Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Anticipatory Set:
As the students enter the classroom, the soundtrack to the animated film Pocahontas will be playing. Index cards will be set
at the center of each table. The students will be asked to come up with 4 things they know about Pocahontas. (This will be
done in a group so students who may have never heard of Pocahontas before dont feel excluded.) Give the students 5-8
minutes to come up with facts. The teacher will pose these inquiry questions, Where did you get your information on
Pocahontas? Do you think the source is historically accurate? After answering, the students will watch a short clip from
www.biography.com/people/pocahontas-9443116#synopsis on Pocahontas.
Instructional Input and Procedures:
In their groups, students will use the What do you know about Pocahontas? glogster (paying particular attention to the
primary source document written by John Smith) and the text Pocahontas by Ingri & Edgar Parin dAulaire to do research on
Pocahontas. They will be encouraged to explore away from the websites listed on the glogster, to find there other sources that
provide historically accurate information on Pocahontas. Students will be ask to record and cite any new websites and
literature they come across during their research. (Link to glogster: http://cmurph22.edu.glogster.com/pocahontas/) They will
also be encouraged to take notes on Pocahontas to use later when they write diary entries from her perspective.
As a group, they will create a Venn Diagram using the index cards from the beginning of class and the new information that
they have gathered from the glogster and childrens literature. They will create one circle for fact and the other folklore. In
the folklore category they will put their preconceptions about Pocahontas. In the center, they will write any preconceptions
that happen to be historically accurate.
Check for Understanding Students will return to their tables with their groups. Each group will share one fact they learned
about Pocahontas and one preconception that they discovered wasnt historically accurate.
Individual work: The students will go back to their desks and write a diary entry from the perspective of Pocahontas. Over
the course of the next 4 days they will write a new entry from the perspective of Pocahontas at different stages of her life,
utilizing their notes.

Resources/Materials

John Smiths Letter to Queen Anne. (n.d.). Retrieved June 19, 2015, from
http://www.encyclopediavirginia.org/John_Smith_s_Letter_to_Queen_Anne_an_excerpt_fromThe_Generall_Historie_of_Vir
ginia_New-England_and_the_Summer_Isles_by_John_Smith_1624
Pocahontas vs. The Story of Pocahontas. (2013, July 3). Retrieved June 19, 2015, from
https://dettoldisney.wordpress.com/2013/07/03/pocahontas-vs-the-story-of-pocahontas/
United States. National Park Service. (2015, June 7). Pocahontas: Her Life and Legend. Retrieved June 19, 2015, from
http://www.nps.gov/jame/learn/historyculture/pocahontas-her-life-and-legend.htm
Pocahontas. (n.d.). Retrieved June 19, 2015, from http://www.history.com/topics/native-americanhistory/pocahontas/videos/pocahontas
Aulaire, I., & Aulaire, E. (1946). Pocahontas. Garden City, New York: Doubleday.
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template


Materials:
Computer access
Glogster
Index Cards
Pocahontas by by Ingri & Edgar Parin dAulaire
Butcher Block paper (for Venn Diagram)
Markers
Social Studies Notebook/ Journals

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Unit Pre-Assessment:
The information written on the index cards will be a pre-assessment to check their preconceptions about Pocahontas.
Unit Post-Assessment:
Diary entries written from the perspective of Pocahontas will be used to check student understanding, and see if students are
able to separate historical fact and historical fiction.
Daily Lesson Plan Assessment:
The Venn Diagram will be used to track student progress, check conceptual understanding and historical accuracy.

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.

ESOL: Students with Learning Differences: Cooperative learning, Collective Grouping, Printed material, Visual Aids (videos
and glogster)
Gifted/Talented: Opportunity to tier learning to their level with the use of technology, opportunity for independent work,
flexible grouping

These accommodations and/or


modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and


Notes

Extra Credit Work Watch the animated film Pocahontas and make a list of historical inaccuracies, explaining why they
arent historically accurate.

Modified 5/15 Van De Mark from document created by L. Spaulding

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