Sandy+Brick+&+Jessica+Mocnik+-+Jamestown-Plymouth+Settlements

= = = Unit Plan Template   = Click on any descriptive text, then type your own. B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews and other primary source materials and evaluate the credibility of sources used. B.8.4 Explain how and why events may be interpreted differences depending upon the perspectives of participants, witnesses, reporters and historians. B.8.7 Identify significant events and people in the major eras of U.S. and World History. Writing Standards (grade 7): Reading Standards (grade 7): ||  Higher-order thinking   ||     ||  // Actions //  ||  // Products //  ||  // Learning Activities //  || (Putting together ideas or elements to develop an original idea or engage in creative thinking). || Designing Constructing Planning Producing Inventing Devising Making || Film Story Project Plan New game Song Media product Advertisement Painting  ||  -Students will be designing a media project to demonstrate their -theory (i.e. newspaper article using Microsoft Publisher, a Glogster,    or Microsoft Word.   ||  (Judging the value of ideas, materials and methods by developing and applying standards and criteria).     ||  Checking    Hypothesising    Critiquing    Experimenting    Judging    Testing    Detecting    Monitoring     ||  Debate    Panel    Report    Evaluation    Investigation    Verdict    Conclusion    Persuasive speech   ||  -Students will hypothesize what happened to the colonists at the     settlement at Roanoke.     -Students will “Think Like a Historian” to draw conclusions about the     colonists at Roanoke,    -Students will draw their own conclusions about the colonists at     Roanoke based on the artifacts that exist.   ||  (Breaking information down into its component elements).     ||  Comparing    Organising    Deconstructing    Attributing    Outlining    Structuring    Integrating || Survey Database Mobile Abstract Report Graph Spreadsheet Checklist Chart Outline  ||  -Students will deconstruct a timeline of the events leading to the disappearance of colonists at Roanoke (diary entry). -Students will organize/outline their theory as well as supporting evidence on a graphic organizer. || (Using strategies, concepts, principles and theories in new situations). || Implementing Carrying out Using Executing || Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal  ||  -Students will create a diary entry or journal of a Roanoke-related event (blog entry). || (Understanding of given information). || Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining || Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline  ||  -Students will inference what clues or evidence could mean from a     historian’s perspective. || (Recall or recognition of specific information). || Recognising Listing Describing Identifying Retrieving Naming Locating Finding || Quiz Definition Fact Worksheet Test Label List Workbook Reproduction ||  Students will label parts of a well-organized piece of writing. || How do we effectively organize our writing? ||  ||  What is an inference? ||  ||  How do you persuade people to think like you? ||  ||  Use MAPS reading test scores to determine the inferencing skills of each student. Read “Roanoke the Last Colony” by Jane Yolen Students take a piece of the timeline and complete the following: Chose a view point of view – create a blog in the form of a diary entry (first person)about one event on the Roanoke timeline. |||| Read a variety of text including primary sources, historical viewpoints, etc. to begin to formulate a hypothesis about what happened at Roanoke. Roanoke-Early Settlement Quiz (3 questions) Graphic organizer-Facts/Evidence from text and Inferences used to develop a theory. Journal Entry-take a viewpoint Pre-Writing Organizer-Newspaper headline, subheading, supporting facts and evidence that answer the unit question. |||| Final Project: Demonstration of students’ theory and supporting facts and evidence. Assessment Options: -Glogster -Newspaper article (Publisher) -Essay (Microsoft Word) -Diagram of Roanoke Using artifacts and information learned develop a theory for what happened to the colonists in Roanoke. Was Roanoke a settlement or a colony? || · What do you know? · Background information · Read “Roanoke the Last Colony” by Jane Yolen  ||  · Students take a piece of the timeline and do one of the following:  1. Take the point of view of a settler from Roanoke – create a diary or blog entry about one event on the timeline || · Read a variety of text including primary sources, historical viewpoints, etc to begin to formulate a hypothesis. || · Students will complete a graphic organizer to track their thinking, questions and learning   ||  · Students will create a presentation to support their theory of what happened in Roanoke. || Assessment Options:  · Microsoft Office – essay  · Microsoft Publisher – newspaper article  · Glogster  · Diagram of Roanoke || || ||   __ Day 2 __ __ Day 3 __ __ Day 4 __ __ Day 5 __ __ Day 6 __ __ Day 7 __ __ Day 8 __ __ Day 9 __ __ Day 10-12 __ __ Day 13 __ __ Day 14-15 __ __ Day 20? __  1. Students will review the score they received on their project according to the rubric. ||  ||   ||||||  Special needs students will be given modified organizers (prompts to help out as needed). They will also be worked with in smaller groups or as individuals as needed. ||  ||   ||||||  ELL support will include modified organizers (partially filled out or prompts to help students begin). ELL students will also be worked with in small groups or as individuals as needed. ||  ||
 * Unit Author ||
 * First and Last Name  ||||  Sandy Brick & Jessica Mocnik  ||
 * School District  ||||  West Allis-West Milwaukee  ||
 * School Name ||||  Frank Lloyd Wright  ||
 * School City, State ||||  West Allis , WI   ||
 * Unit Overview ||
 * Unit Title ||
 * Roanoke  ||
 * Unit Summary ||
 * Students will think like historians as they investigate what happened to the colonists at the settlement at Roanoke. Students will gather facts and evidence, make inferences as to what the facts and evidence could mean for the colonists at Roanoke, and finally, develop a theory explaining what happened to the “Lost Colony” using facts and evidence to support their theory.  ||
 * Subject Area ||
 * Social Studies and Balanced Literacy (Language Arts &Reading) ||
 * Grade Level ||
 * 7th ||
 * Approximate Time Needed ||
 * Approximately 2 weeks ||
 * Unit Foundation ||
 * Targeted Content Standards and Benchmarks  ||
 * Social Studies:
 * 1)  Write arguments to support claims with clear reasons and relevant evidence
 * 2)  Propose clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
 * 3)  Use technology, including the internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others including linking to and citing sources.
 * 1)  Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.   ||
 * Student Objectives/Learning Outcomes  ||   ||
 * __ Bloom’s Revised Taxonomy Planning Framework __
 * ^  ||          __ Creating __
 * ^  ||  __ Evaluating __
 * ^  ||  __ Analysing __
 * Lower-order thinking  ||  __ Applying __
 * ^  ||  __ Understanding __
 * ^  ||  __ Remembering __
 * Curriculum-Framing Questions ||  ||
 * |||| Essential Question   ||||  What is colonization? Why does colonization occur?
 * |||| Essential Question   ||||  What is colonization? Why does colonization occur?
 * |||| Unit Questions  ||||  How do historians develop theories about the past?
 * |||| Content Questions  ||||  What happened to the colonists at Roanoke? Why did it not succeed?
 * Assessment Plan ||   ||
 * Assessment Timeline  ||   ||
 * Before project work begins  ||||   Students work on projects and complete tasks   ||||   After project work is completed   ||
 * What is a colonist?-vocabulary work, students create a Freyer model
 * What is a colonist?-vocabulary work, students create a Freyer model
 * · Introduce Roanoke
 * · Introduce Roanoke
 * Assessment Summary  ||   ||
 * Students will use a graphic organizer to track their thinking, questioning, connections, etc during reading. Students will complete a diary entry (blog) to demonstrate understanding of a timeline. Students will present their theory with support, to the class via essay, Glogster, newspaper article, diagram of Roanoke, etc. As a group a “Think Like a Historian” graphic organizer will be used to organize thoughts on Roanoke and deduce what may have happened in future colonies as a result of the successes/failures of Roanoke.  ||   ||
 * Unit Details ||   ||
 * Prerequisite Skills ||  ||
 * Students need to have an understanding of exploration as well as why people chose to explore. They also need to understand that exploration led to people wanting to settle in new lands. Students need to have an understanding of basic computer skills such as word documents and basic research skills.  ||   ||
 * Instructional Procedures ||  ||
 * __ Day 1 __
 * 1)  Introduction – As a class, students will complete Freyer graphic organizer (see attached) for the vocabulary term, “colonist.”
 * 2)  Students will participate in a class discussion: “What motivates a country or person to colonize new land? What are some potential problems with trying to settle in a new land? What are some benefits?” During class discussion, make connections to previous activities leading to colonization (i.e. Merchant Game/Simulation, Westlandia activity, and mercantalism benefits and costs).
 * 1)  Students will participate in a class discussion: “What motivates a country or person to colonize new land? What are some potential problems with trying to settle in a new land? What are some benefits?” During class discussion, make connections to previous activities leading to colonization (i.e. Merchant Game/Simulation, Westlandia activity, and mercantalism benefits and costs).
 * 1)  Students will complete the Warm Up Question: What is a theory? How do historians develop theories about the past? View and discuss “Think Like a Historian (see attached)” poster.
 * 2)  Students will listen to a reading of the book, “Roanoke The Lost Colony” by Jane Yolen (see attached) with a question in mind… What do you think happened to the colonists at Roanoke?
 * 3)  Students will discuss the timeline included at the end of the book– // Questions? Comments? //
 * 4)  Students will participate in a Think, Pair, Share and complete Exit Card: What do you think happened to the colonists at Roanoke?
 * 1)  Students will re-vist the timeline in the book. Using the format provided (see attached), students will pick an event from the timeline, as well as a perspective. Students will create a diary entry about one event on the timeline from the point of view of a person who may have lived at Roanoke. // Discuss 1st person – what does this mean? Needs to be written in present tense. //
 * 2)  Students will see teacher sample on class Roanoke blog at [|http://flwroanoke.blogspot.com]
 * 3)  Students will view the diary rubric (see attached).
 * 1)  Students will share and edit/analyze diary entries with a partner.
 * 2)  What grade would this person receive in Ideas & Content? Voice? (see rubric attached)
 * 3)  What did this person do well? What could this person do to improve their diary?
 * 4)  Students will make necessary changes to your diary.
 * 5)  Students will type their diary entry in Microsoft Word.
 * 1)  Students will see teacher sample of published diary on class blog.
 * 2)  On projector, the teacher will model steps to post students’ diaries on our class blog. Students will be cuting and pasting their diary from Microsoft Word onto our blog.
 * 3)  Students will post your diary on our class blog.
 * 4)  Students will self-assess their blog using the rubric.
 * 1)  Students will go to our Roanoke class blog and read 3-5 journal entries. Leave at least two comments describing what a particular person did well on their blog. Remember our blog rubric using Ideas and Content and Voice.
 * 2)  Students will take the Roanoke Quiz (see attached).
 * 1)  Students will develop a theory…review sequence of events at Roanoke (timeline) as well as student generated theories for what happened to the colonists at Roanoke.
 * 2)  Studens will see graphic organizer and record facts/evidence and inferences, as well as discuss teacher example.
 * 3)  Students will gather facts and evidence from the book that back their own theory. Once they have a fact or evidence, students will be recording their inference on their graphic organizer. *A list of clues will be available for students who need extra support.
 * 4)  Students will hand in graphic organizers to teacher to check for understanding.
 * 1)  Before beginning their final project, students will analyze a student sample of a finished project (essay-see attached).
 * 2)  Students will identify the attention grabber/hook, thesis statement/theory, facts/evidence that supports the thesis, and conclusion.
 * 3)  Students will complete the project planning sheet (see attached). Here, students will state their theory, along with the suupporting details in the form of facts, evidence, and inferences, and write a conclusion.
 * 4)  Students will hand in their project planning sheet to get teacher approval before beginning their project.
 * 1)  Students will see teacher generated examples of the options for their final projects ( essay, Glogster, and newspaper article).
 * 2)  Students will “Turn and Talk” to discuss which type of project they will chose to publish their theory.
 * 3)  Students will see final project rubric (see attached) and have the opportunity to ask questions.
 * 1)  Students will work on their final project.
 * 2)  Teacher will be monitoring progress each day.
 * 1)  Students will analyze another person’s project and give feedback. What did this person do well? What could this person improve?
 * 2)  Students will make necessary changes to project.
 * 3)  Students will self-assess their final project on the rubric and hand in.
 * 1)  Students will discuss what a good audience looks/sounds like.
 * 2)  Students will present their findings/project to the class. Teacher will be assessing students work during presentations using the final project rubric, when possible.
 * 3)  Optional: Vote for the most convincing project???
 * Accommodations for Differentiated Instruction ||   ||
 * |||| Special Needs Students
 * |||| Nonnative Speakers
 * |||| Gifted/Talented Students  ||||||  Students will be given more open-ended questions and encouraged to dig deeper into the readings to support theories. Students will also be given higher level readings and sources. More student led discussions will occur.   ||   ||
 * Materials and Resources Required For Unit ||  ||
 * === Technology – Hardware (Click boxes of all equipment needed)  === ||   ||

X Computer(s) Digital Camera DVD Player X Internet Connection  ||  Laser Disk X Printer x Projection System Scanner Television  ||  VCR Video Camera Video Conferencing Equip. Other   || X Desktop Publishing E-mail Software Encyclopedia on CD-ROM  ||  Image Processing X Internet Web Browser x Multimedia || Web Page Development X Word Processing Other   ||
 * Camera
 * Technology – Software ( Click boxes of all software needed.) ||
 * Database/Spreadsheet

Wisconsin DPI Teacher Standards:  · Teachers understand that children learn differently.  · Teachers are able to plan different types of lessons.  · Teachers know how to test for student progress. Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. What is your project about? Describe, need essential questions, where is the unit plan template? There is very little to review here? 10/18 cj
 * Printed Materials ||  Social Studies book, “Roanoke the Lost Colony” by Jane Yolen  ||
 * Supplies ||  “Roanoke the Lost Colony” by Jane Yolen   ||
 * Internet Resources ||                ||
 * Other Resources ||   ||

10/23/10 Please email us when you post additional material outlining your unit. We would like an opportunity to provide feedback. Thanks! SZ 10/31 Great, your unit is starting to fall into place. Regarding EQ/UQ/CQ perhaps How do historians develop theories about the past? is a unit or even essential question. I think you will have to build into your lesson planning teaching students to blog or comic strip - I agree with your comments to perhaps focus on one activity comic strip might be too much. Do you have to teach glogster? Thx nice progress on this c j