Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction. Component I: Classroom Teaching Task A-2: Lesson Plan Intern Name: Amanda Weyhing # of Students: Date: November 6, 2013 Age/Grade Level: 8th grade Cycle: Content Area: Social Studies

Unit Title: 13 Colonies Lesson Title: The Lost Colony of Roanoke Lesson Alignment to Unit Respond to the following items: a) Identify essential questions and/or unit objective(s) addressed by this lesson. How do historians use clues to determine the effects or conclusion of events? Students can use the information in their readings and prior knowledge to develop a hypothesis about what happened to the colonists at Roanoke. b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. 2.16 - Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. 2.20- Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. Describe students prior knowledge or focus of the previous learning. Previously students will have studied exploration of the New World as well as the Columbian Exchange, which will help them in their understanding of trade and the new goods that would have effected motivation for exploration and colonization. Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. At the end of the Unit students will be given an assessment that includes multiple choice, short answer and open response questions based on the lessons. This lesson will provide some of the content for the questions on that assessment. Through this lesson students will gain an understanding of reasons for settlement and how to draw conclusions from evidence that will aid them in their Open Response Questions for the unite test. Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.

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Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): The Pre-Assessment will be a short poll for their bell ringer. Students will use clickers to respond to prompts on the board. The prompts will be multiple-choice question covering the topics of location of the colony, why it is called the lost colony, the nationality of the colonist who settled there, and reasons for settlement. This will test what

outside prior knowledge students may have and will also test the students ability to draw conclusions about prior knowledge based on the exploration unit that was just completed. Lesson Objectives/ Learning Targets Objective/target: Students will be able to develop and use historical perspective based on evidence from reading. Assessment Assessment description: Students will submit a paragraph response discussing their conclusions. Assessment Accommodations: Instructional Strategy/Activity Strategy/Activity: Students will read a passage that has been given to them discussing evidence from the lost colony of Roanoke. (There will be three different passages discussing different possible conclusions). Each group will discuss and present their reading and the conclusions found in the reading. As a class we will discuss all three possibilities, and make a chart citing the similarities and difference in the evidence cited. Activity Adaptations: Media/technologies/resources: Objective/target: Students will be able to defend their opinion based on evidence from the readings. Assessment description: Students will submit a paragraph response discussing what they believed happened in Roanoke citing evidence from the text to defend their argument. Assessment Accommodations: Media/technologies/resources: Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) 1. Students will begin with the bell ringer pre-assessment containing questions about the Roanoke Colony. o Students will be given a reading about the Roanoke Colony. We will discuss the known background of Roanoke as a class and each reading will deal with the possible scenarios of what could have occurred with the colonists. http://staff.norman.k12.ok.us/~shawnm/The%20Mystery%20of%20Roanoke.pdf 2. Students will read silently their passage and then discuss as a group what the reading is saying happened to the colonist. 3. Each group will present to the class through a skit what happened to the colonist in their scenario. 4. As a class we will discuss each scenario and write down characteristics of each scenario. 5. Students will then either in class (if time allows) or for homework write a 1-2 paragraph response for what they believed happened and support it with evidence from one of the readings. Strategy/Activity: Students will write down one sentence to describe each argument and then decide on their own what they believed happened at Roanoke. They will then complete the one paragraph response. Activity Adaptations: