Modified Lesson Plan Outline- Day 5

Learning Objectives
VA SOL VS3.f) describing the hardships faced by settlers at Jamestown and the changes that
took place to ensure survival.
Students will:
• be able to list and describe the hardships that settlers in Jamestown faced.
• be able to identify changes settlers made to survive.
•
Materials and Advanced Preparation
• Blood on the River: Jamestown 1607 by Elisa Carbone
• The Jamestown Colony by Gayle Worland and Julie Richter
• 1607: A New Look at Jamestown by Kara Lange
• James Towne: Struggle for Survival by Marcia Sewell
• You Wouldn't Want to be an American Colonist!: A Settlement You Would Rather Not
Start by Jacqueline Morley
• Chart handouts

Teaching and Learning Sequence

Introduction/Anticipatory Set
• Read the book Blood on the River: Jamestown 1607 by Elisa Carbone. Read a few
chapters (depending on length).
• Show students the book The Jamestown Colony by Gayle Worland and Julie Richter.
Read selected excerpts about the hardships that the settlers faced in Jamestown.
Lesson Development
• Have the class as a whole complete a column chart (will be passed out as well as
done on the board). The columns will include hardships, examples, and solutions.
Students will suggest hardships that they have recognized in the books Blood on the
River: Jamestown 1607, The Jamestown Colony, James Towne: Struggle for
Survival, 1607: A New Look at Jamestown, and You Wouldn't Want to be an
American Colonist!: A Settlement You Would Rather Not Start. Make sure students
have access to look through these books before and during discussion. Hardships
should include: starvation, problem with crops, disease, scarce fresh water, troubles
with Native American peoples, and others. Allow discussion between students.
Closure
• Have students write one page in their reflective journal. Students will write a letter
pretending they are a colonist in Jamestown struggling to survive to their family
members back home in England. Students will discuss all the hardships they face
and the solutions they are using to try to fix the problems.
• Students will record themselves reading their letters aloud by using a Computer
program such as Garage Band or other recording program. Students will turn their
recordings in for a grade. This will be a two-day project (one day to write the letter,
and one day to record themselves.)
• Remind students to write in reflective journals for homework and turn in for a grade.

Homework
Students will continue to work on their reflective journal entry and turn in for a grade if they did not
finish in class.
Students will write in reflective journal. They will write at least one paragraph about the chapters
we read in the book Blood on the River: Jamestown 1607 by Elisa Carbone.

Assessment
• Formative – Teacher will observe students’ discussion of hardships while filling out chart.
• Summative – Students will turn in their journal reflections for a grade.