Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
Intern Name: Amanda Weyhing # of Students: Age/Grade Level: Date: November 6, 2013 Content Area: Cycle:

Unit Title: 13 Colonies Lesson Title: Jamestown Lesson Alignment to Unit Respond to the following items: a) Identify essential questions and/or unit objective(s) addressed by this lesson. What was the purpose of colonization? What challenges come up when you move to a completely new area? How do you interact with people how are very different from you? Students can identify and describe aspects related to the Jamestown Colony. b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards 2.16 - Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. 2.20- Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. c) Describe students prior knowledge or focus of the previous learning. Students previously studied exploration and the failed settlement at Roanoke. From these topics they will be able to use their knowledge of reasons for exploration, trade that came from exploration, and reasons for English Settlement in the New World to draw conclusions about Jamestown.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. For this unit students will be given an assessment, which will include multiple choice and Open Response Questions. For this lesson there will be various multiple choice questions and an ORQ where the students will be excepted to write a response of at least 3 paragraphs answering all parts of the prompt. The ORQ question will be: Discuss the Jamestown Colony. What was the purpose for settlement in the area? What challenges did the colonist face? What was their relationship with the Native Americans like? Discuss the events of the winter of 1609, what happened, why did it happen, how was it resolved, what do we know about these events today? What saved the Jamestown Colony? There will also be a short 1-2 paragraph writing assignment for the online simulator activity.

e)

Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit. No differentiated instruction is needed. Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): The Pre-Assessment will be part of the bell ringer. Students will watch three short clips from Pocahontas, the Disney film, and note what specific things they saw could be historically accurate and what they believe was not, based on their prior knowledge. The clips are about the landing and purpose for coming to Jamestown, the relations with the native Americans, and life in the colony. They will fill in a small chart and then we will discuss as a class. Lesson Objectives/ Learning Targets Assessment Instructional Strategy/Activity

f)

Objective/target: Students will be able to describe the settlement of Jamestown Colony and the challenges met.

Assessment description: There will be an ORQ on the unit test that reads: Discuss the Jamestown Colony. What was the purpose for settlement in the area? What challenges did the colonist face? What was their relationship with the Native Americans like? Discuss the events of the winter of 1609, what happened, why did it happen, how was it resolved, what do we know about these events today? What saved the Jamestown Colony? Assessment Accommodations: Assessment description: There will be a short writing assignment to go with the online activity. They will also use the activity to recall information for the ORQ on their unit test. Assessment Accommodations:

Strategy/Activity: The class will create a timeline of events during the Jamestown Colony and discuss their effects. Students will also watch a video on the Starving time and examine its consequences. Activity Adaptations: Media/technologies/resources: Timeline on bulletin board. Velcro numbers for dates and printed pictures and descriptions with Velcro to place on the timeline. Strategy/Activity: Students will complete the Jamestown online adventure where they will make decisions as if they were a colonist at Jamestown. Activity Adaptations: Media/technologies/resources: Students will use computers in the library or computer lab to complete this activity.

Objective/target: Students will be able to describe daily life and decision the Jamestown Colonist would have had to make using the online simulator.

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) NOTE: This lesson will take multiple days to complete. 1. Bell ringer- Clips from Pocahontas- chart of what could be true and what could not based on prior knowledge. 2. Create a timeline together -have pictures and descriptions printed out and each student will be given one. We will discuss them as a class and then they will have to find the person who has a matching picture or description for their event. Together they will determine where on the timeline their event falls. 3. We will then discuss the events in more detail and watch a video on the starving time. http://www.youtube.com/watch?v=FGcN9_Gd5zQ&list=PLkprdllAsCXDee0EEoBa_UCE-hFW4GcVm 4. After video discuss the starving time and its effects, talk about what saved them and John Rolfe. 5. If time permits during class period begin online adventure- introduce it and have students complete as homework- they can stay after school, come early to school, or work on it at home. http://historyglobe.com 6. For homework students will write a 1-2 paragraph description of the outcome of their decisions and what happened to their colony based on their decisions. REFLECTION: I believe that this lesson will give students a complete understanding of the events happening at Jamestown and the differences between Jamestown and the earlier colonies. My concern with this lesson is that it is time consuming, it may take two days to complete, however I believe that all of the elements are essential to the students understanding of the events. I have considered the possibility of using the online simulator as an extra credit project or a review at the end of the unit if time does not allow for it during this lesson. The assessment for this lesson being an ORQ I believe will allow for students to fully comprehend and connect all of the events that occurred and the reasons they occurred, and will also be compared to the chart made during the bell ringer to see after the lesson what events they can distinguish as accurate and explain the event and factors of it.