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Section 1: Lesson Preparation

Teacher Candidate
Name: Stephanie Villalobos-Fausto
Grade Level:
4th Grade
Date:
October 11, 2020
Unit/Subject:
World History
Instructional Plan
Title:
Natives & The English
Lesson Summary and In this lesson, students will be focusing on the relationship between
Focus: Native Americans and the first English settlers. Students will learn about
the English’s treatment towards the Native Americans and how it
impacted them. Afterwards, students will create a poster depicting the
relationship between the two groups.

Classroom and In the classroom, there are 30 students:

Student
- 15 ELLs
Factors/Grouping:
- 5 students above grade level in reading
- 10 students below grade level in reading
- 15 students at grade level in reading
- 2 students with a IEP/504 plan
- 3 students that are learning disabled
Regarding the classroom, it would be best to implement heterogeneous
grouping, visuals, and hands-on activities. By doing so, ELLs are getting
a chance to familiarize and strengthen their English skills. Moreover,
students performing below grade level are getting additional support to
clarify any misconceptions and deepen their understanding. Through
differentiated instruction, all students are receiving a fair and scaffolded
education.
National/State Arizona History & Social Studies Standard:
Learning Standards:
4H2.2 Analyze the different approaches used by the Spanish,
Portuguese, British, and the French in their interactions with

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American Indians.
Arizona Visual Arts Standard:
VA.RE.7.4b Analyze components (such as elements and
principles in modern art, visual traditions of various indigenous
peoples, etc.) in imagery that convey messages.
Specific Learning ● Through viewing a video, students will be able to identify
Target(s)/Objectives: positive and negative behaviors directed towards Native
Americans.
● Students will be able to analyze the reasoning behind
Britain’s treatment of Native Americans.
● Given sample art of a meeting between the British and
Native Americans, students will be able to describe how
Native Americans might have felt.
● After examining the relationship between Britain and the
Natives, students will create a poster depicting the
perspective of either side.
Academic Language - Colony
- Trade
- Goods
- Surplus
- Massacre
- Rebellion
- Uprising
- Conflict
The vocabulary words will be displayed on the board. The words are
based on the video students will be watching. When one of the vocabulary
words appears, the video will be paused. Time will be set aside for
students to discuss with one another about what the word can potentially
mean. As a class, we will come up with a definition, using context and
visuals for our reasoning.
Resources, Materials, - Smart board
Equipment, and - Markers
Technology: - Youtube video: https://youtu.be/TTYOQ05oDOI
- Graphic Organizer & Art Analysis Worksheet
- Pencils
- Poster paper
- Markers
- Colored pencils

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- Projector
- Social Studies notebook
- Images of meetings between the Natives and the British

Section 2: Instructional Planning

Anticipatory Set Time

Needed

- On the whiteboard, there will be a prompt “If you were a settler, what would be
some things that you would prioritize or make sure you had enough of and why?”
- Using the prompt as an opening discussion, I will then call upon students to share
their responses, drawing a small visual beside their answers. 5
- Next, I will refer to their responses as potential reasons for why British settlers minutes
came to America.
- I will then ask students to think about what can happen if there’s not enough
resources or if conflicts arise, reminding them to keep their responses in mind.

Multiple Means of Representation Time

Needed

- I will use their social studies notebooks to keep track of academic vocabulary.
- I will model the first word, showing students the order of:
- The vocabulary word
- Definition
- Example sentence
- Small visual for reference
- I will play a Crash Course video focusing on Native Americans & the English.
- Students will be given a graphic organizer to keep track of the two groups.
- The graphic organizer will have labels for the two groups.
- Farming customs

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- Religion
- Lifestyle
- Form of governing
- Clothing
- Beliefs/Goals
- Conflict?

20
Differentiation: minutes

● English language learners (ELL):

- For ELLs, the graphic organizers will include a small visual representing
each section. Sentence frames will also be provided, just for future
reference. Students also have the option to work with a peer, checking for
understanding or individually if they’d like.
- The video will also be paused, providing enough time for peer discussion
and clarification as new information is presented.

● Students with special needs:

- The video will have the captions on. Students can also have guided notes
to help them keep track of the video’s progression. They will also have
flexible seating, being able to sit up front to get a clear view of the video.
Students can also sit with a partner and compare notes for any missing
information.

● Students with gifted abilities:

- Students will choose a specific event mentioned in the video and write a
paragraph about its significance/impact on either the English or the
Natives’ perspective.

● Early finishers (those students who finish early and may need additional
resources/support):
- Students will write a short paragraph about three takeaways from the

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video and why they choose their specific three. However, they have to
focus on one side - The English or the Native Americans.

Multiple Means of Engagement Time

Needed

- The lesson will continue with an analysis of several images depicting the
Jamestown settlers and the Powhatan tribe.
- Students will work in pairs to come up with an analysis on their assigned
image.
- The analysis will be done on an art analysis worksheet, where students break
down their observations of their image.
- Afterwards, students have to find other pairs that were assigned the same image
and do a round table, taking turns to write their main takeaways from the image
and how it contributed to the Natives or the English.
- Students will be given a chance to share their partners’ or groups’ opinions in a
whole class discussion.

DOK Questions:
- How can you recognize that there was tension between the two groups?
- Can you explain how the image evoked a certain emotion?
20
- What can you say about body language? Do you see any aggressiveness or minutes
hostility?
- What conclusions can you draw from your assigned image?
- Based on your image, describe the impact it could have had on either the
Powhatan tribe or the English.

Differentiation:
● English language learners (ELL):
- Sentence frames will be available for students to use. There can be a
model example of what the analysis worksheet should look like. Students

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are able to work with their partner and check for understanding.

● Students with special needs:

- Students will have access to technology resources to view their image
instead of just a worksheet. Students can also refer to the Paper app,
which is an application that makes it easy for students to write/draw their
thoughts.

● Students with gifted abilities:

- Students can identify one significant observation from their image and
brainstorm the multiple ways it could’ve led to a conflict for either the
Natives or the English. This could be done through a concept map.

● Early finishers (those students who finish early and may need additional
resources/support):
- Early finishers have the chance to pick another image and use a Venn
Diagram to compare/contrast the two images.

Multiple Means of Expression Time

Needed

- Students will create a poster depicting the side of either the Natives or the
English.
- Think of it as an advertisement of sorts.
- The poster portrays the beliefs and lifestyles of either group.
- Students will participate in a gallery walk, making each of them experts of their
poster.
- Students will alternate from being the expert and presenting their poster to
being a passerby.
- Students can also come up with a concept map in groups, summarizing the main
ideas/conflicts between the Natives and the English. 20
minutes

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Differentiation:
● English language learners (ELL):
- Students have access to technology to assist getting their ideas across,
depending on their English proficiency level. Students can utilize gestures
or facial expressions to express their ideas on their poster. Students can
check with a peer or teacher to make sure requirements are being met.

● Students with special needs:

- Students have access to technology. Students can rely on the video for a
reminder of key facts for either group. Students can also work with a peer
and create a poster together.

● Students with gifted abilities:

- Students can research a different tribe that interacted with the English and
create a powerpoint presentation about the relationship and the impact on
their chosen tribe.

● Early finishers (those students who finish early and may need additional
resources/support):
- Students can write a short paragraph describing how the Powhatan tribe
and the English could’ve resolved their conflict(s).

Extension Activity and/or Homework Time

Needed
- For homework, students will write a letter from either the English or the
Powhatan tribe’s perspective.
- A template will be provided for students to complete. 10
minutes
- In the letter, they’re expressing the emotions and thoughts the
English/Powhatan tribe would’ve felt through the ordeal.

- Students will complete an exit ticket, writing a short 2-3 sentence summary about
what they’ve learned.

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Rationale/Reflection.

- Gallery Walk
- This strategy encourages students to participate and remain engaged in the
lesson as they walk around the classroom. It gives students a chance to be
experts and share their knowledge with their peers. This helps strengthen
communication skills, while encouraging class discussion and feedback.
Moreover, it emphasizes the importance of discussion and sharing
meaningful ideas, thoughts, and opinions about America’s history. It also
makes it easier to adapt to students’ individual learning styles, giving
freedom to use their creativity to express their findings and connections.

- Round Table
- This strategy promotes cooperative learning, giving students a chance to
work with one another and strengthen their writing skills. The strategy
doesn’t put pressure on students to provide “right” answers. It gives
students a chance to see and read what their peers think and get a better
understanding of the topic. It also helps promote different perspectives
and ideas, which helps expand learning. Typically, there’s a question that
the round table is based on, but instead, the strategy is encouraging
students to write down their main takeaways.
- Peer Discussion
- This strategy promotes student engagement and collaboration. Through
discussion, students are able to branch off each other’s ideas and develop
a deeper understanding of the topic. It also helps clear any misconceptions
that students may have. Students are able to share their ideas and opinions
and actively express their reasonings for believing so. It also helps
students keep track of their understanding, which can lead to critical-
thinking skills being strengthened as connections are being made.

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LESSON PLAN TEMPLATE

© 2018. Grand Canyon University. All Rights Reserved.