Samantha Boyd

Cooperating Teacher: Mike Rice

Date to teach the lesson: 10/21/14
Social Studies Lesson Plan
TITLE OF LESSON: Newport and the Native Americans
CONTEXT OF LESSON
In order to see where the students are in respect to their prior knowledge of Christopher
Newport and Jamestown, I will have a discussion with them a few days prior to the lesson using
the following questions:
-Have you ever heard of Christopher Newport?
-What do you know about him?
-Does anyone know where Newport explored? If so, where?
-What other explorers do you know of?
-What about the Native Americans, what do you know about them?
I think a class discussion is a good idea because it gets them involved in their learning and
digging up that prior knowledge. The community is strong enough to handle a discussion where
students may not answer correctly. Very few of them are afraid to answer in fear of being
wrong. This will also allow me to tweak my lesson to meet their needs. Furthermore, it will allow
me to locate misconceptions and work to unwrap and correct those.
This lesson fits into the unit after talking about the idea of an explorer and after some
other explorers have been taught. With regards to previous grades, students have learned
about particular people and their impact on society, so they probably know some important
people like George Washington and Pocahontas (K1). They have also been exposed to the
timeline, so they know that a sequence of events distinguishes past, present, and future (1.1).
Finally, in second grade they were taught about the American Indian cultures and locations of
their tribes (2.2, 2.4 c, d). This begin said, the students are not new to the idea of Native
Americans or exploration.
We know that students learn from concrete to abstract and simple to complex, and it is
clear that the curriculum framework follows that learning progression. They being with certain
people, build on the idea of timelines, and then go on to learn about cultures. Now they are
learning about all three combined in this lesson. We also know that students are motivated by
their learning preferences (Gardner, 1993). Allowing students to tap into many learning
preferences in this lesson will keep them excited about the content. Students learn and perform
better when they are taught in a way that at least partially matches their own learning strengths
(Sternberg, 1997). This lesson allows for the following intelligences to be used: linguistic, visual,
and intrapersonal.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books.
Sternberg, R. (1997). What Does It Mean to Be Smart? Educational Leadership, 20-24.
LEARNING OBJECTIVES
Understand what are the
broad generalizations the
students should begin to
develop? (These can be
difficult to assess in one
lesson.)
Students will:
-Understand the impact of the

Know what are the facts,

rules, specific data the
students will gain through this
lesson? (These knows must
be assessed in your lesson.)
Students will:
-Become familiar with 2 of

Do what are the specific

thinking behaviors students
will be able to do or practice
as a result of this lesson?
(These will also be assessed
in your lesson.)
Students will:
-Discover the purpose for

exploration of Christopher
Newport on todays society
and to the life of the student
specifically.
-Understand the significance
of Christopher Newports
explorations and determine
how they were being active,
engaged citizens in their time
for their countries.

ASSESSING LEARNING:
Task:
-Draw a picture of what it was
like in Jamestown in 1607.
Students will choose from a
bag to decide which
perspective they will be
drawing from: Christopher
Newport and the settlers or
the Native Americans.
-Under the picture, write a few
sentences describing what
you drew and why.

Christopher Newports
accomplishments, which are
that he arrived at present day
Jamestown and made four
additional voyages to bring
more people to Jamestown.
-Know that Newport went on
an exploration to discover
riches, to find a western sea
route to Asia, and to colonize
Virginia.
-Identify that Newport came
from England.
-Know the impact Jamestown
had on the Native Americans
including disease and
dislocation.

reading a variety of sources

from multiple perspectives.
-Describe the reasons and
results for the exploration.
-Empathize with the Native
Americans and the settlers.

Diagnostic features:
What I will look for:
-Christopher Newport and
settlers: Excited, power
hungry, starving, all men,
fighting with Native
Americans, tobacco, ships
-Native Americans: Initially
welcoming them, nervous,
become angry, diseased,
include some friendship with
trading, have to move,
fighting with settlers
eventually

Support:
-In using art, ELL students are
able to more easily complete
the assignment.
-Those struggling with writing
can dictate their sentences to
a teacher who will write it
down for them.

What criteria I will use:

-If they have at least a few of
the necessary components
and are able to describe what
they are drawing, I will be
able to tell if they understand
or not.
RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required):
3.3 a & b
MATERIALS NEEDED
-Video on Christopher Newport: Lynn, R. (2010, March 3). Explorer-Christopher Newport.
Retrieved October 16, 2014.
-Self-made Prezi (http://prezi.com/tbkfft3dz4xs/?utm_campaign=share&utm_medium=copy) on
the Native American perspective of Jamestown/the exploration of Newport (Teacher)
-Information on the Prezi from the following books:
Bauer, B. (2006). The Virginia colony. Mankato, Minn.: Capstone Press.
Behrman, C. (2005). The Indian wars. Minneapolis: Lerner Publications.

 Smith, K. (2003). People of Virginia. Chicago: Heinemann Library.

Smith, K. (2003). Virginia native peoples. Chicago: Heinemann Library.
-Cards for students to choose from with Native Americans or Christopher Newport and
settlers written on them. (Teacher)
-Crayons and pencils (in the classroom Students/Cooperating Teacher)
-Paper for students to draw on (Teacher)
PROCEDURE
Activity Element
& Time (in minutes)

Procedures and
management

Students

Academic, physical,
social & linguistic
differentiation,
resources, and
support

Introduction
Gauge their interest
and see what they
know (3 minutes)

-Who can tell me what

an explorer is?
-Explain what an explorer
is.
-Do you know of any
explorers?
-What do you know
about Christopher
Newport?
-Let them know we will
be learning about
Newport today and his
impact on our world.

-No differentiation is
needed.

Event 1 Introduce
information about
Christopher
Newport using a
video/Prezi (15
minutes)

-The Prezi is here:

http://prezi.com/tbkfft3dz
4xs/?utm_campaign=sha
re&utm_medium=copy
-The video and audio
clips I will show are
imbedded in the Prezi
-The discussion
questions will generally
go as follows:
-Stop the video
throughout and ask
clarifying questions.
-Where did Newport
come from? (0:52)
-Why do you think they
only took men and boys?
(1:15)
-What do you think the
settlers were thinking as
they crossed the ocean?
(1:50)
-Was he being a good
citizen for his country?
How?
-They will complete the

-They will be digging

up their prior
knowledge about
explorers that
theyve learned
about in previous
grades or through
their own reading
and research.
-In asking about
Christopher
Newport they will
see if they know
anything about him.
-Students will
engage with the
video by answering
questions and think
about the feelings
and thoughts of the
settlers and
Newport.
-Students will
hopefully begin to
make connections
to how their lives
would be different if
Newport didnt
settle in Jamestown.

1 hour total

-Since it is a video,
they will not need to
worry about reading.
-There are pictures in
it so that ELL
students will be able
to understand the
video better by
looking at the
pictures as reference.

Transition (3
minutes)

Event 2 Use a
Prezi to introduce
Jamestown from the
perspective of
Native Americans
(10 minutes)

video quiz, which is part

of the video itself, at the
end as a class.
-We are now going to
learn more from the
perspective of the Native
Americans that were in
Jamestown when
Newport arrived.
-Who has an idea of
how the exploration
affected the Native
Americans?
-Use the Prezi to present
information on the Native
Americans perspective
on the exploration.
-Allow them to ask any
questions throughout the
Prezi.
-Allow students to read
from the Prezi instead of
me reading to them.
-How would you feel if
someone came and
kicked you out of your
house?
-This is to encourage
empathy while helping
them realize the impact
Newport had on their
lives.
-Allow them to ask any
questions throughout.

Transition (2
minutes)

-Now that yall know so

much about Newport and
the Native Americans, we
are going to create a
concept map to show the
ways Newport impacted
society.

Event 3 Discuss
the impact
Christopher
Newport named on
our world using a
graphic organizer
(15 minutes)

-Show them an example

of a concept map using a
subject they are familiar
with.
-Use a concept map to
co-create and organize
the ways in which
Newport had an impact
on our world.

-Students should
begin to think about
how the Native
Americans felt
during this time of
exploration.

-Students will be able

to sit or stand on the
carpet depending on
their comfort level.

-Students will get

excited about the
fun aspect of the
Prezi, which will get
them to pay better
attention.
-Students will begin
to understand who
the Native
Americans were and
how they were
effected by
Newport.
-Students will
empathize with the
Native Americans
and realize that it
wasnt all happiness
for them when
Newport came to
settle Jamestown.

-I will allow students

to volunteer to read
from the Prezi instead
of cold calling on
students to do so.
This makes sure that
I am not calling on
the students that
struggle with reading
or would be
embarrassed by
coming in front of the
class.
-The Prezi will include
many pictures so ELL
students will be able
to use them to better
understand the
content.

-The students may

be confused about a
concept map if they
havent done one
before.
-I expect them to
ask questions about
what a concept map
is.
-In co-creating the
concept map I hope
the students will be
more likely to shout
out what they think
the answer is
because they know
its not graded.
-They should be

-No differentiation is
needed.

-Since it will be a cocreated concept

map, students will
not have to write,
which will be helpful
for those struggling
with that.
-Showing them an
example of a concept

-This should include

Native Americans, the
later formation of
America, and showing
how he was being an
active citizen for England.

Transition (2
minutes)

Conclusion
Formative
assessment Draw
a picture from the
perspective of
Newport or the
Native Americans
(10 minutes)

-Explain that we will be

drawing a picture to
show the things we just
discussed in our concept
map.
-Allow them to ask
questions.
-The students will choose
a card from the deck.
The cards will say Native
Americans or
Christopher Newport
and settlers on them.
-They will be asked to
draw a picture of that
persons life when
Newport came to settle
Jamestown.
-Let them know that they
need to have 1 or 2
sentences of explanation
under their picture.

thinking about what

theyve learned
today and figuring
out how to organize
it on the board.
-They will be
working at the fourth
level of Blooms
Taxonomy: Analysis.
-I hope this will get
the students excited
because they will
get to draw a
picture, which most
of them like to do.

map will allow them

to create a schema
for what ours should
look like and will help
them understand
what I am looking for
as a the teacher.

-I hope this will

enable students to
think about the
feelings and
empathize with both
the Native
Americans and
Christopher
Newport and the
settlers.
-Students should be
thinking about the
book we read as
well as the Prezi and
the concept map.

-The students with

writing difficulty will
be able to dictate
their sentences to a
teacher, who will
write it down for
them.
-In using art, ELL
students are able to
more easily complete
the assignment.

-No differentiation is
needed.

DIFFERENTIATION:
Differentiation is very important to me, and I have worked hard to implement it in my
lesson. There are a few parts that dont require differentiation because they are basically
discussion oriented. Since my students dont have any disabilities or needs that require
assistance with speaking I havent included any there. If I used this lesson in a class where
there were ELL students though, I could have them sit next to a speaker of their language and
allow the other student to speak on their behalf. This could also be useful if there were students
in the class that were terrified to speak in front of others. At the same time though, this gives
students the opportunity to work on their English and public speaking skills in a safe
environment so I would encourage them to try on their own before asking their partner to speak
for them.
In order to differentiate difficulty level, I have included a variety of activities in this lesson.
Multiple levels of Blooms Taxonomy are represented in this lesson. The students that need
more challenging work will be the ones encouraged to volunteer to read from the Prezi. For
those that need more assistance with English I included pictures in the Prezi. Also, the difficulty
level between participating in a read aloud and constructing a concept map are pretty big, so
this allows for each kind of student to be challenged in some way. The assessment also allows
for students with writing difficulty to use the teacher to help them write it, but they are still
responsible for the thought put into it. Drawing is something every student can participate in,
but the writing aspect is where the true differentiation occurs. A student is allowed to write as

much as theyd like, but 1-2 sentences is the minimum. Asking the students that need more
challenges to write more is a great opportunity for differentiation.
Finally, I organized my lesson so that there were many activities in order to cater to the
learning preferences of my students. In looking at Gardners Multiple Intelligences, we can see
that the following intelligences are tapped into through the activities described in my
procedures:
Visual-Spatial Creating the concept map
Body-Kinesthetic Prezi animations
Intrapersonal Drawing the picture
In looking at Sternbergs model we can see that the creative, analytical, and practical
intelligences are all being used.
Creative Drawing the picture
Analytical Creating the concept map
Practical Talking about why the exploration mattered to both Newport and the Native
Americans and how it affects them today
RATIONALE:
Teaching about exploration and the impact of that exploration is vital to students
understanding where they themselves come from. Most of the students we teach are not full
blood Native Americans, so realizing that they migrated from Europe or elsewhere is neat to find
out as a child. It starts to make students question their heritage, to find out where they came
from and why their families came to America. I feel this is extremely important. When I was in
Italy, the students I taught were amazed with how little each of us Americans knew about our
heritage. It would be interesting to build an inquiry project off of this for students to seek
knowledge of their heritage. In this lesson, students will be learning about Christopher Newport,
an essential piece in understanding how Virginia and America came to be. When students know
how hard citizens worked to discover this country and, later, to make this country what it is, they
will be more likely to respect and participate in our society as citizens.
Learning about the Native Americans and the way in which the settlers interacted with
them creates a unique opportunity for discussion. Asking students to empathize with the
settlers and the Native Americans allows them to begin to see that it is important to think about
how others feel and to think about justice. I chose to incorporate a video to encourage them to
deeply think about how the Native Americans and the settlers felt during this time of exploration.
They need to know that history involves people who had feelings, not just old, dead guys,
which is how I thought of history as a kid.
Overall this lesson fosters opportunities for high engagement, inquiry of their own lives,
inquiry of the lives of others in history, and building social skills like empathy. While the students
may not realize it, this lesson is helping prepare them for their lives in the real world. They
should always be asking questions about where they come from and how they could make in
impact on someone elses life through their empathic and justice-oriented lifestyle. This lesson
proves to them that what happened in the past makes an impact on today, which means what
they are doing today will make an impact on the future.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
1. Im nervous that we will run out of time. The students go to PE right before the lesson
and WRE right after the lesson. If it seems like we will be short on time, I can cut out
some of the time spent on the concept map and ask them to work more quickly on their
picture. I may also be able to have them finish up their pictures when they get back
from WRE.
2. The computer could just decide to not work the day I want to do my lesson. If that is the
case, I will have my Prezi printed out so I have the notes in front of me. I will try to make
the lesson interactive by asking questions and having students tell me what they think
before giving them the information. I will ask students to write key words on the board
as I tell them about the Native Americans and Newport.

3. Another nagging concern is what if the students dont participate? I dont think this will
be a problem knowing my students, but if it does happen, I will make sure to get them
more excited and engaged. I may use a brain break to get them up and have them
move around a bit to get their brains working.
4. Finally, I am worried that the students will be too rowdy and excited following PE to sit
down and actually listen. In order to make sure they are calm I will ask them to take a
few deep breaths and get them to relax. I will also make sure I engage the students first
thing by asking them about explorers and getting excited myself. If Im excited about
the lesson, they likely will be as well and will thus pay more attention.
Illustration Sheet

Samantha Boyd
October 21, 2014
Lesson Implementation Reflection
I. How did your actual teaching of the lesson differ from your plans? Describe
the changes and explain why you made them.
My lesson did not change drastically from the plans I had made, but they did change
some. During the revisions, I changed my lesson from a read aloud to a video mainly because I
could not find a quality book to read to the students. I was surprised with how little good
information and resources there are on Christopher Newport. During the actual lesson, I
encountered some frustration. My cooperating teacher kept jumping in and giving information
that I was planning on talking about later in the lesson. This was difficult for me because it kind
of messed up my train of thought through my lesson. If he had already talked about it I didnt
want to bring it back up later in the lesson because that was a waste of time. Partially due to
him jumping in and to the fact that specials ran over time, my time was limited by about 15
minutes. Because of this, I decided to take out the concept map. It was more important to me
that they were given the material and were able to draw the picture. I also didnt have students
read every line of the Prezi because of time. While they did read most of them, I read the ones
that were a little more difficult to read. Finally, quite a bit of time was taken up by the students
asking questions. I was so glad they were asking so many great questions, but it did make it
more difficult to get through everything. One student asked a fantastic question: Where did the
Native Americans go after the settlers went further north. Unfortunately I wasnt able to answer
this question because my cooperating teacher jumped in, but I was glad that the students were
thinking further ahead in time and thinking more deeply about what was going on.
II. Based on the assessment you created, what can you conclude about your
impact on student learning? Did they learn? Who learned? What did they learn? What
evidence can you offer that your conclusions are valid?
Based on their assessments I can tell that they learned quite a bit about Native
Americans in particular. Many of their drawings and explanations included examples of how
they were trading food for weapons, the negative experiences between Native Americans and
the settlers, and that the Native Americans were generally upset and nervous about the settlers.
They also learned about Newport and the settlers based on answers such as settlers claiming
land, setting up camp in Jamestown, and that they were sometimes kind to the Native
Americans, but more often not very kind. Every student except one had accurate information on
his or her assessment. The student with incorrect information put that the Native Americans
declared war on the settlers. While war does come up later in US History, it was not talked
about in my lesson.
This student showed settlers claiming land and the Native Americans having to move. Looking
at the expressions on their faces you can see that none of them look very happy.

This one shows empathy, critical thinking about what the Native Americans would be feeling and
thinking, that there was a chief, and that the Native Americans were nervous at first. It is an
excellent representation of what I was looking for in this assessment.

This last one shows the kindness aspect of the encounters they had. She states, The settlers
are trying to share and would like to share. Both people are happy.

III. Based on the assessment data you collected, what would you do/teach next if you
were the classroom teacher?
If I were to continue this unit and extend this lesson I would make sure to review
Christopher Newports main important facts and information as well as clear up some
misunderstandings about Native Americans. Since Newport was only talked about briefly in my
lesson, it would be crucial to continue giving them information on him. This is sort of done
through the review sheet I have given to them that my cooperating teacher suggested. Being
that many of them included something about war in their drawings, I would like to bring that up
and see where they are getting that information. I didnt use the word war at all in my lesson so I
believe this is knowledge they have from prior grades and readings. I would also be sure to
remind them that it wasnt all negative between the Native Americans and Newport. There was

some friendship and helpfulness on both ends as well. Spotlighting some of the positivity would
be beneficial in making sure they the full story.
Beyond Christopher Newport, these students are ready to follow the story of the Native
Americans past Jamestown. I would love to give them a sneak peek of what is to come in the
next few centuries. Not necessarily giving them a ton of information, but exciting them enough
to get them to possibly start reading about it in the classroom books I would have. Having those
types of books out for reading time could encourage them to learn more on their own time.
They also now have a strong foundation on explorers, so continuing with the explorer unit would
be appropriate at this time.
IV. Describe at least one way you could incorporate developmentally appropriate
practice in a better or more thorough way if you were to teach this lesson again.
This lesson was full of a lot of great information, but it didnt allow for much movement.
Luckily these students have stability balls so they are able to fidget and bounce a little during
class, but if I were to do this again, I would incorporate more movement into the lesson. A brain
break would even be helpful if movement just doesnt fit in well. Just something to break up the
lesson a little would be helpful. Originally I planned on a read aloud on the carpet, so they would
be moving from their seats to the carpet and back, but that plan fell through so they were in their
seats for the full 40 minutes. Thats just too long for them. Even having them sit by the SMART
Board during the video would have helped break it up a little. Further, I would be sure to build
on prior vocabulary rather than introducing so much new vocabulary in one lesson. While
vocabulary is vital to furthering their understanding, I think I put too much in one lesson. I
included epidemic, colonize, empire, perspective, and a few other higher-level words that the
students end up confused about. I could do better teaching at their level.
V. As a result of planning and teaching this lesson, what have you learned or had
reinforced about young children as learners?
First, I was reminded of how many questions students had. I had not expected so many
questions to be brought up. Im glad they were asking questions though because it shows that
they were engaged in the lesson and were trying to make connections. Allowing for extra
question time would be good. I learned that students at that age still cant multitask very well. I
was trying to do the concept map with them on the board while they were working on their
drawings, but it wasnt working. No one was really answering the questions I was asking, so I
just dropped it and let them work on their drawings instead. Finally, students at this age need
examples, I was sad to see that their imaginations werent as vibrant as I had thought they
would be. Coming up with something to draw took them longer than I thought it would. I ended
up flipping through the Prezi again to remind them of some pictures. It just made me think that
there should be more creativity happening in the classroom.
VI. As a result of planning and teaching this lesson, what have you learned or
had reinforced about teaching?
While I knew this in the back of my head, I didnt work with it in this lesson well: plan for
more time than you think youll need. Like previously stated, I had to spontaneously change
pieces of my lesson during the lesson. While thats not necessarily a bad thing, it would be
good of me to plan less next time. Even though my students were very engaged, they were
getting tired of sitting near the end of the lesson. Transitions and brain breaks are key to
keeping students engaged. Lastly, I did a sort of poll with the video quiz at the end of the video
and it didnt quite work out. I noticed that when there were a few students who incorrectly
thought the answer was a, they quickly put their hands back down when they saw that no one
else had raised theirs. Instead of a poll it would be better to just have a few students give their
answers aloud.

VII. As a result of planning and teaching this lesson, what have you learned or
had reinforced about yourself?
I was really pleased with how well I taught this lesson. Sure there were some bumps,
but I think it went great for my first lesson ever. I learned that I am very patient with questions. I
was excited to have students asking questions even though I knew that it would take up more
time than I had planned for it to. I also realized that I am pretty good at asking open-ended
questions. Two questions in particular were, Why did Newport only bring men and boys on his
first voyage? and Why would that be a problem in the future. I had only planned on the first
one, but after they started answering it I came up with the second to further their thinking.
Another thing I learned about myself is that co-teaching would probably be a struggle for me.
Im a bit of a control freak and when my cooperating teacher started taking over I was feeling
frustrated. Maybe it would be different if I knew the other teacher would be talking, but I didnt
like being talked over and added on to by the cooperating teacher when I was planning on
saying the exact thing later in the lesson. Overall, I think I did a great job and I am proud of
myself for being able to adapt quickly and keep a positive attitude.