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Instructional Lesson Plan: TLED 435

This interactive lesson plan is designed for use by emerging educators. The template will expand as
information is added. Please, delete given directions in each section, rename and save file prior to
submitting to your
Lesson instructor.
Overview
Lesson Overview
Lesson Author: Date:
Tiffany A Green December 9, 2018
Grade Level:
Grade 3
Subject Area:
Social Studies and Language Arts
Time Allotment: 70-90 minutes.
Short Description (50 words max):
Rationale
During this lesson, students will focus on the British settlement and developmental factors of the
New World. Students will apply their thinking skills, knowledge, and understand the challenges
facing the development of Virginia. Students will share their thoughts of the British settlers’
economic decision making and how the colony became a success. Compare and contrasting the
differences between Native Americans and British Colonizers. With learning these historical truths
students will be collaborating, brainstorming ideas in groups, plus participating in class discussions.
Students will continue to develop and apply critical thinking skills as they extend their essential
knowledge of the development of Virginia.

Standards
Curriculum Standards met in this lesson:
History:
VUS.3 The student will apply social science skills to understand early European colonization by
a) evaluating the economic characteristics of the colonies;
b) analyzing the cultural interactions among American Indians and Europeans
Language Arts:
3.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and
poetry.
a) Compare and contrast settings, characters, and plot events.
b) Identify the narrator of a story.
c) Ask and answer questions about what is read.
d) Identify the theme

Instructional Outcomes:
Students will use critical thinking, problem solving, logic, historical reasoning and communication to:
-Observe and discuss the strategies of the British settlers’ colonization.
-List the economic growth of Virginia.
-Explain the relationships between the Native Americans and the British Settlers

Big Idea (or Compelling Question):


Why did the British Settlers venture to the New World?

Essential Questions (or Supporting Questions):


What were some ways the British settlers gained their wealth?
How did the British settlers survive and create a successful colony?
Why did the Native Americans assist the colonizers?
How have Native American interactions with Europeans affect the course of history?

Vocabulary:
colonization, settlers, economy, trade, exploration, wealth, natural resources

Procedures
Staging the Question:
 Today the class will create a collage on how Virginia became a success using natural
resources with the Native Americans help.
 Review with students that Jamestown is remembered as the place where America.
 For this activity students will be working individually within their table groups.
 Share with students that they will have an opportunity to highlight one or more of the key
people or events they think were important to Jamestown’s survival in a story for a
magazine. After they have made their selection, they will design a cover for the magazine’s
story. Ensure that the directions are written on the board.
 Teachers will disperse handout 1 the following “Key Jamestown People and Events” to the
students to serve as a guide for their activity https://www.historyisfun.org/wp-
content/uploads/2014/06/Key_People_and_Events.pdf
 Then the teacher will pass out handout 2 the images of the Jamestown people
https://docs.google.com/document/d/1CCobfmViwFqQQRB99WDMhXk2t0SN3nTZ1gUPGf
WEL4s/edit?usp=sharing
 The teacher will give students the time to discuss the choices that are listed on the
handout.
 After 15 minutes of deliberating within their groups, have one person in each group report
to the front of the classroom, and write on the board the decisions of their groups. Then
the group will explain why they have selected this particular person or event.
 After all the students have presented their choice for the activity, students may begin
their cover magazines! After creating their magazine collages, students will cut and paste
the image from handout 2 to the center to the magazine cover. This will identify the
description of the magazine cover to the class.
 Each table will have a stack of magazines (preferably history and environmental magazines
i.e. National Geographic), glue sticks, safety scissors, crayons, markers, and construction
paper.
 Inform students the safety precautions of using scissors properly.
 Students can also use their class tablets for any other online sources to find images,
historical findings, time lines, and etc. Main resource for Jamestown:
https://www.historyisfun.org/wp-content/uploads/2014/07/Life-at-Jamestown.pdf
 As students are creating their covers, observe and ask the students if they need any
assistance.
 Tell them how well they are doing and their artwork looks amazing.
 After 30 minutes, students will stop their lesson and walk around the classroom, observe,
and discuss other magazine covers.

Techniques and Activities:


Essential/Supporting Question #1:
What were some ways the British settlers gained their wealth?

Featured Sources and Activities


 Teacher will engage with students and ask them how settlers gained their wealth through
natural resources? This will become an open discussion with the entire class.
 Teacher will introduce a video on the influence of tobacco in Jamestown during the Colonial
Times https://www.youtube.com/watch?v=CijghpUbWHU
 The teacher will ask the students to come to the conference carpet to reflect on what they
have learned from the YouTube video also deliberate the influences of tobacco in Virginia.
 Then the teacher will relate past economic natural resources with today’s natural resource
that continue to influence America today.
Formative Performance Task
 After the conference, the teacher will display the types of trade and plantations that were
used for economic resources. https://www.landofthebrave.info/trade-in-the-colonies.htm
this will continue to be displayed until the following assignment is completed.
 Students will go back to their tables and join their assigned groups to begin their next
activity.
 As discussed on the conference carpet, students will fill out the table that is being handed
out by the teacher. https://docs.google.com/document/d/1EQaVtCNhOzDT5Q-
h_6Esnxrne9Iw-UkInwEmuL-srO8/edit?usp=sharing
 Students will fill out the table with their pencil, label colonial and present natural resources
with economic characteristics, and facts about the Virginia colony.
 The teacher will provide an example on the board. Under “Colonial Natural Resources”
tobacco will be listed underneath:
 Tobacco- trade, money, growth, cash crop
 Under “Present Natural Resources”
 Oil- heat, gas, money, cars, machinery, trade
 Students will collaborate and brainstorm within their assigned groups listing their resources.
 Teacher will observe from afar and ask if their groups need any guidance.
 This assignment shouldn’t take more than 30 minutes.
 Teacher will ask students to share their examples with the class. Make sure students are
raising their hands respectfully.
 Once all the students have shared their thoughts, they will put away their handout in their
Social Studies folder.

Essential/Supporting Question #2:


How did the British settlers survive and create a successful colony?

Featured Sources and Activities


 Teacher will ask students to come to the conference carpet.
 After the students have settled down the teacher will ask the class, “What do you need to
survive?”
 Students will use their critical thinking skills and discuss their everyday resources that are
essential for the way they survive.
 Talking for almost ten minutes, students will go back to their seats and wait for further
instructions.
 The teacher will explain to the students that the settlers had to go through trial and error
in order to survive the new world with some help,
 The teacher will play the Prezi video for the class: https://prezi.com/n0isyulfyxj7/things-
that-helped-the-jamestown-colony-survive/
 During the Prezi video the teacher will point out key factors that helped Jamestown survive.

Formative Performance Task


 After the Prezi video, the teacher will introduce the next activity.
 Teacher will open up http://popplet.com/app/#/5078569 on the smart board.
 Students will take turns coming up to the smart board adding a bubble with an answer to the
virtual bubble map of “Survival of Jamestown”.
 Students will use their knowledge to think of the factors that led to the survival of
Jamestown.
 As the students are taking turns, students will take out their social studies journal and copy
down the virtual bubble map.
 Once every student has had their turn, students will finish copying what was on the smart
board in their journal.
 Teacher will applaud the students for doing an outstanding job completing the bubble map
and sharing their thoughts.

Essential/Supporting Question #3:


How did Native Americans interact with Europeans who arrived?
What were the causes of conflict between Native Americans and the settlers?

Featured Sources and Activities


 The teacher will be introducing the study of Native Americans to help students develop a
deeper understanding of the factors that cause a culture to emerge, grow, and change
during the course of history.
 Before beginning this lesson, the teacher will ask students to be respectful and to keep an
open mind/heart for the Native Americans.
 The teacher will pull up an “Overview of Native American History” on the Smart Board
https://www.scholastic.com/teachers/articles/teaching-content/history-native-americans/
 A student will be called on to read a paragraph from the article. After each paragraph the
teacher will explain/summarize what the student has read.
 After reading the article the teacher will ask students if they have any questions about
what they have read.
 Then the teacher will highlight the key factors of the Native Americans interacting and
helping the European settlers from an article https://www.historyisfun.org/wp-
content/uploads/2014/07/Life-at-Jamestown.pdf

Formative Performance Task


 While teaching the lesson, the teacher will ask students to join their assigned groups for
their activity.
 The teacher will handout out Venn diagram worksheets to each student in the assigned
groups https://docs.google.com/document/d/1IRvl--3oxrXhfUw7-
JZO6GEq02Ui30aMkc8HJFDwaSI/edit?usp=sharing
 The teacher will review the steps on how to complete a Venn diagram
 The teacher will provide the information for the following Venn diagram.
-The left circle the subject is going to be Native Americans
-The right circle the subject is going to be European Settlers
-The circle in the middle is to compare these two groups.
 The students will begin collaborating and complete the assignment that is given.
 After 15 minutes, the groups will share their ideas with their class (one at a time) on the
conference carpet.
 Once all the groups have shared their thoughts, the students will go back to their seats and
put their venn diagram handouts in their Social Studies folder.
 Once students have put their assignments away, students will take out their homework
journal.
 Students will write down the directions/requirements for their homework assignment:
-Write an informational essay of themselves being a Native American during that colonial
time period.
-Research Native American names and select one for the essay and define the meaning of
the name.
-Be creative and provide as much information as possible in this essay.
-Essay is preferably typed in Times New Roman or Calibri font 12.
-If students do not have a printer, email teacher or provide flash drive to class.
 Teacher will conclude the lesson with playing two YouTube videos:
https://www.youtube.com/watch?v=PuVRMjZLP-4
https://www.youtube.com/watch?v=GHdW_LVfn28
 Teacher will handout the rubric sheets to the students.
 Students will check the box to ensure which category they stand in. Once student is done,
the student will turn in rubric handout on the teacher’s desk.

Summative Performance Task and Extension


The students will be assessed formatively throughout the lesson. If students seem to be struggling
with the comprehension of these concepts, then the teacher will apply the remediation activity as
well as adjust the lesson. Students will be assessed on their comprehension of the content when
creating their magazine covers and explanation of their activity problems. The natural resources
that were used in the past and now, will be assessed based on their collaborative thinking within
their observation and explanation using a table. They will also be assessed based on if they can use
their prior knowledge to explain “How Jamestown survived” adding their thoughts and ideas to a
bubble map. They will have to acknowledge the differences between the Native Americans and the
European settlers with using a venn diagram during the colonial times. The development of empathy,
knowledge, and the appreciation of Native Americans. Students will check the box on the rubric on
their progress and understanding. The teacher will also complete the rubric based on how accurate
the students actually know and understand the concepts. The teacher will also complete the
comments area in order to provide feedback for each student.

Teacher Name: Mrs. Green

Student Name: ________________________________________

CATEGORY 4 3 2 1
Participates Student routinely Student volunteers Student does not Student does not
Willingly volunteers answers once or twice and volunteer answers, willingly participate.
to questions and willingly tries to all but willing tries to
willingly tries to questions s/he is answer questions
answer questions asked. s/he is asked.
s/he is asked.

Comprehension Student seems to Student seems to Student understands Student has trouble
understand entire understand most of some parts of the understanding or
story and accurately the story and story and accurately remembering most
answers accurately answers answers parts of the story.

Thinks about Student describes Student describes Student describes Student cannot
Characters how a character how a character how a character describe how a
might have felt at might have felt at might have felt at character might have
some point in the some point in the some point in the felt at a certain point
story, and points out story, and points out story, but does NOT in the story.
some pictures or some pictures or provide good
words to support words to support support for the
his/her interpretation his/her interpretation interpretation, even
without being asked. when asked. when asked.
Respects Others Student listens Student listens Student interrupts Student interrupts
quietly, does not quietly and does not once or twice, but often by whispering,
interrupt, and stays interrupt. Moves a comments are making comments or
in assigned place couple of times, but relevant. Stays in noises that distract
without distracting does not distract assigned place others OR moves
fidgeting. others. without distracting around in ways that
movements. distract others.

Teacher’s
comments:____________________________________________________________________________
_____________________________________________________________________________________
Supplemental Activities
Extension activity: This activity will challenge the student with their vocabulary with words
associated with resources, economics, and trade
https://www.ixl.com/social-studies/grade-3/what-is-economics

Remediation activity: This is quiz based of the information that we learned in class. More
like a reviews
https://www.ducksters.com/history/colonial_america/jamestown_settlement_questions.ph
p

Accommodating for Special Learners:


ADHD: Students will be offered seating near the teacher and they will be seated next to someone
who will represent a positive role model. There will be an avoidance of any distractions. Students
will be allowed extra time on the assessment so students do not feel rushed, and they the teacher
will provide clear and direct instructions. Students will use the tablet to compute and write down
their activities. By using several manipulatives students will have a chance to form thoughts without
writing, and they will be identifying these reasoning through verbal discussion. There has been
insertions of grand conversations and group discussions within their assigned groups. Teacher will
print out copies of the popplet bubble map and make copies of the table and venn diagram for the
students.

Dyslexia & Dysgraphia: Students will be given their tablets in order for them to make sense of the
vocabulary words and to complete the assessments and activities. They will also use their tablets to
see the prezi and popplet bubble map. During the popplet bubble map, students will be typing their
answers on their tablets. The teacher will highlight the main sections of each activity to make use
of direct notes and eliminate any confusion. By using several manipulatives students will have a
chance to form thoughts without writing, and they will be identifying these reasoning through
verbal discussion. There has been insertions of grand conversations and group discussions within
their assigned groups. Teacher will print out copies of the popplet bubble map and make copies of
the table and venn diagram for the students.

Differentiated Instruction:
This lesson has been differentiated to meet the needs of ALL types of learners. This has been
done through content, process, product, and environment.

Content: This lesson provides students with the ability to use their critical thinking skills and
historical reasoning and it utilizes technology by using videos to help guide in the understanding of
the lesson. Students also have the ability to read and create while using our Smart Board and
informational handouts. By using the different manipulatives, all students are provided with a
method of learning they are able to get creative with.
Process: Students are allowed to be participate through cooperative learning and flexible grouping.
All students participated in their assigned groups, group conversations, and teacher conferences
with one-on-one instruction when the student needed guidance.

Product: Students are able to choose their own images and historical persons for their assessment,
and they are able to create their own unique version of their magazine covers. As well as, they were
able to choose the drawings and illustrations for all the formative assessments.

Environment: The students’ environment is differentiated as it takes the students from their
desks to the conference carpet and to have the option to seat anywhere. This allows students to
share their thoughts and time to get some movement within the classroom.

Collaboration:
A students’ education can be greatly improved by their parents' involvement in the classroom and at
home. There are so many ways teachers can collaborate with parents today with alternative
approaches. Teachers can email, text messenger, YouTube videos, and even provide QR codes on the
lesson that has been taught in the classroom plus their child’s progress. This can allow teachers to
teach more effectively with the support of the parents. For example, the activity that was sent
home for the students to complete over the weekend. Parents will receive an email earlier that day
discussing about Native Americans. In the email, the teacher will provide a link an article that will
help them understand the activity that is given with the directions that are also provided in the
email. The purpose of this email is to allow parents to be involved in their children’s studies and
learn something new along the way.

The students in the class are assigned into groups for selected activities that requires teamwork.
Students often need to learn how to work effectively with others and as a team. Teachers will have
to help students understand the what, why, and how of collaboration. This gives students the time
and opportunities within the activity to develop leadership, decision-making, trust-building,
communication, and conflict-management skills. Having students practice conflict disagreement so
they can resolve issues within their teams. Teach students to become active listeners. In
collaborative activities, we want to ensure that students don’t just live in the same physical space
but that they share an intellectual space. Students will learn more, do more, and experience more
together than they would alone. As teachers, we can promote collaboration by altering our role from
instructor to coach. Checking in on students and providing instant feedback, and helping them
increasingly learn to work together productively to attain a common goal.

Resources
Supplies: Pencil, eraser, markers, crayons, colored pencils, magazines, safety scissors,
colored construction paper, Social Studies folder, Social Studies journal, handouts, and
homework journal

Technology: Smartboard, class tablets, Prezi, Popplet


Websites for the lesson: https://www.teachervision.com/teaching-strategies/teacher-
parent-collaboration

https://www.historyisfun.org/wp-content/uploads/2014/06/Key_People_and_Events.pdf

https://www.youtube.com/watch?v=QUaOFbyWvhA

https://www.historyisfun.org/wp-content/uploads/2014/07/Life-at-Jamestown.pdf

https://www.historyisfun.org/wp-content/uploads/2014/07/Life-at-Jamestown.pdf

https://www.youtube.com/watch?v=CijghpUbWHU
Reflection
During my lesson, I believe that there are multiple types of activities that allow for the learning process. I
believe that I included several opportunities to track my student’s knowledge and for there to be
opportunities for growth. There are extension and retention activities that will really help students that are
either ahead or perhaps are struggling with this content standard. This lesson includes the process standards
since student problem-solve with their assessment, make connections with their environment, create magazine
covers based on colonial persons, critical thinking and historical reasoning, and communication by having group
conversations and carpet conferences. The inquiry approach of creating my lesson with the 5E model seemed
to help the flow of the lesson since knowledge was constructed and built on each other. I created choices
within my lesson and the students were able to learn about early American history with the assistance of
Native Americans, economic growth, natural resources, and the development of the colonies. Also, I allowed
for multiple intelligences since several activities were differentiated for multiple learners. Students were
able to be engaged, hands-on, motivated, creative, and collaborative!

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