Mason Elementary Lesson Planning Template

Name: Christina Gilbeau

Content/Grade Level: Jamestown/4th grade

Standards:
Social Studies
VS.3 - The student will demonstrate an understanding of the first
permanent English settlement in America by
a) explaining the reasons for English colonization (PRS 1 & 4)
b) describing the economic and geographic influences on the
decision to settle at Jamestown (PRS 2)
Literacy
4.6 The student will read and demonstrate comprehension of
nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to
predict and categorize information in both print and digital texts
Objectives: Students will know the significance of Pocahontas and
her relationship/interaction with John Smith.
Technology: SMARTBoard Lesson

Procedures:
Day 1:
R.A.P.
-

What do you already know about Pocahontas?

Discuss: Take about 5 answers.

Brainpop Video:
https://www.brainpop.com/socialstudies/womenshistory/pocahontas/
Discuss the misconceptions some of the students may have had,
maybe from the Disney movie, Pocahontas. After watching the
video: Add to your R.A.P. of things you have learned about
Pocahontas.
SMARTBoard lesson:
- (Slide 4) So how did the colony survive? Captain John
Smith became friends with the daughter of Chief Powhatan,
Pocahontas. Pocahontas married John Rolfe, not John Smith,
later moved to England and changed her name to Rebecca.
- (Slide 5) Because of the friendship between John Smith
and Pocahontas, John Smith was able to initiate trading with
the Powhatans. Although the Powhatans saw the colonists as
invaders who would take over their land, Pocahontas believed
the English and the Indians could live in harmony!
Powhatans traded food, furs, and leather.
The English traded tools, pots, and guns.

Materials/Ti
me

W.I.O.
3 - Facts about Pocahontas
2 - Facts about John Smith
1 - Example of how Pocahontas and John Smit interacted
During Literacy - The students in guiding reading group D will read a
book about Pocahontas. It is reading level O/M. During this guided
reading group, the students will be looking for nonfiction text
features. The students will demonstrate the comprehension of this
level text as they use nonfiction text features to support them. They
will write down a text feature they see and write why it helps them
better understand the text about Pocahontas.

Day 2:
The students will work together and buddy read a passage about
Pocahontas. There are three paragraphs numbered. On the back,
the students will write the main idea of the 3 paragraphs and details
they believe support the main idea (handout is posted on website).