Lesson Plan

Teacher Candidate: Date:

Group Size: 52 Allotted Time: 25 min Grade Level: 4th

Subject or Topic: Jamestown: Starvation Period

Common Core/PA Standard(s)

Standard: CC.1.4.4.A

● Read with sufficient accuracy and fluency to support comprehension.

Standard: CC.1.4.4.E

● Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,

including what happened and why, based on specific information in the text.

Learning Targets/Objectives
● Students will analyze the challenges faced by the Jamestown colonists during the starvation
crisis.
● Students will identify the supplies issues encountered by the colonists and explain their
survival strategies until supply ships arrived.
● Students will collaboratively create an anchor chart depicting a timeline of events during the
Jamestown starvation crisis.

Formative Assessment Approaches Evidence observation or method of collection

1.Teacher observation during group discussions 1.Completed timelines showing students'
and collaborative work. understanding of the sequence of events and
challenges faced by the colonists
2. Review of completed timeline

2. Exit ticket DOK questions

…
Assessment Scale for any of the assessments above if needed
1- B.E (below expectations)
2- A.E (approaching expectations)
3 -M.E (meet expectation)

Summative if applicable
Subject Matter/Content to be taught in the lesson

Prerequisites
● Basic understanding of early American settlements and colonization.
● Familiarity with timelines and anchor charts.
● Able to work collaboratively

-
New Key Vocabulary
● Starvation crisis
● Supplies issues
● Survival strategies
● Conventional/Unconventional food sources

Content/Facts
● Jamestown colonists faced severe starvation due to lack of supplies.
● Colonists had to resort to eating rats, snakes, and even shoe leather to survive.
● The arrival of supply ships helped alleviate the crisis just in time.

Introduction/Activating/Launch Strategies
● Brief discussion on challenges faced in new settlements. (Activate prior knowledge)
- “Turn and talk to a partner about what you remember about what is was like for
everyone we learned about so far to travel to the new world, think about hardships or
struggles.”
- Allow student discussion
● Pose the question: "What would you do if you were faced with starvation and had to find
your own food to survive?"
- Allow student response

Development/Teaching Approaches
1. “Today we are going to talk about Jamestown and what exactly they went through during their
starvation period.”
2. Instruct students to come to the carpet with nothing
● Teacher will pass out articles and instruct students to just read along as I read
● Before Read: “As I read look at the anchor chart and think about these questions as I
read :
What challenges did the Jamestown colonists face during the starvation crisis?
Why did the colonists have to resort to extreme measures to survive?
 How did the arrival of supply ships impact the outcome of the crisis?
- Begin Reading
● After reading, ask students “Who can answer my first question up here? What challenges did
they face during this starvation crisis?”
● Repeat for rest of questions
● “We now understand the hardships Jamestown faced when they arrived to the town”
● “I would like everyone to head back to their seats quietly in 3,2,1.”
● Pull up timeline photo on board
● “We have just learned what the colonists of Jamestown discovered when they arrived,
their hardships during their time there, and the supply ships coming in just the knick of
time!.”
- Show timeline example on screen
- “Here is one example of a timeline just to show you how to put things into
chronological order, you can design ut however you want just make sure you
have the correct information.”
● Once students are at their seats take the number sticks and group students in
groups of 3-4 by their assigned number.
● “In groups, you can refer to your article and draw out a timeline of the events
that took place in chronological order.”
● “You will begin with their arrival, give a few details, their hardships, give a
few and so on, until you reach the end of your timeline where they experienced
victory.”
- Allow time for students to work
- Near after 15 minutes ask students exit ticket questions.
- Ask:
● When did the colony receive relief from the starvation period? What exactly
happened?
● What specific things did the colony have to do during the starvation period?
● How would you handle this if you were a part of the Jamestown colony
- Allow student responses for each

Closure/Summarizing Strategies
- We did a great job with our timelines and learning all about Jamestown and their
starvation difficulties! Let's appreciate how far we have come in our lives and continue
to recognize the hardships of people from our past!

Accommodations/Differentiation

- I will follow all IEP accommodations to the fullest extent of child’s IEP.

Materials and Resources:

● Articles on the Jamestown starvation crisis
● Anchor chart examples
● Timeline templates
● Writing materials for students
● Jamestown Article (Curriculum)
 ● Timeline example :

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts