Date: September 4 and 5 Title: Early Colonies in the United States Description (1-2 sentences): Students will complete

the Jamestown DBQ by working in groups to answer the documents question in a two paragraph response. Afterwards, students will study the geography of the east coast and the Mayflower Compact to determine what life was like for the colonists. Subject: US History Instruction time: 82 minutes Students level by grade: 11th and 12th grade Standard(s) to be addressed: Understand the effects of geographic factors on historical events. Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues. Understand relationships between and among significant events.

Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): Colonists faced many struggles when they arrived in the United States. Why do people move?

Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Analyze a primary source to determine the documents the central idea and purpose. Evaluate documents to create a written response to a document-based question. Identify important locations on a map of the American colonies.

Identified student needs and plans for differentiation: In the ELL class, groups will only write one paragraph instead of two about the Jamestown DBQ. Also, the teacher will read the Mayflower Compact aloud to the ELL student and after every paragraph, ask students questions to check for understanding. The students will share what they think each paragraph of the Mayflower Compact means and student responses will be written on the board as student re-write the document in their own words. As students work in groups to answer the question from the Jamestown DBQ, the teacher will walk around the room to monitor student progress and ask questions to check for understanding. The teacher will also repeat directions to clarify any misconceptions students may have. Specific resources needed for this lesson: Jamestown DBQ Atlas History Alive! Textbook Copies of the Mayflower Compact Chapter 4 reading notes

Instructional method(s) used in this lesson: Lecture/Interactive Presentation Cooperative Learning Discussion and Debate Individual practice

Lesson Sequence: Hook (How will you get students excited about learning/Introduce students to your objectives?) Instruct students to organize their desks into the groups they worked in last time so that they are all facing each other. As students are rearranging the desks, distribute Jamestown DBQ pack and paper for students to take notes on. Instruct students that they will use the information they acquired to write a two paragraph response as a group to the following question: Why did so many colonists die at Jamestown. On the board, draw three columns and label the columns point, evidence, and analysis. Instruct students to use the following model as they write their responses to the question. Begin to model the process by writing under the point column that many colonists died because of poor relations with the Native Americans in the area. Describe to students that a point is a statement they will use to answer the question. Under the evidence column, write down that four colonists died from an attack by Native Americans in April 1611. Describe to students that they will need to use evidence to support their points. Under the analysis column, write down that the colonists treatment of the Native Americans negatively affected their chances for survival in America. Explain to students that they will have to analyze, or explain how their evidence is important to their point of answering the question. Instruct students to use this model to write their two paragraph responses to the question. Ask students if they have any questions about the task they are to complete. Allow students time to complete the task. As students write their paragraphs, encourage them to use evidence from their packets and answer any questions to clarify misconceptions they may have. Walk around the room to monitor student progress. After groups are done writing their responses, have groups share their most important point with the class. Write student responses on the board. Hold a brief class discussion about what was the most significant factor that led to the demise of Jamestown. Collect the groups responses. Instruct students to open their atlases to page 17. Administer eight-question quiz on the American colonies. Upon completion of the quiz, ask for volunteers to share their answers with the class. As students go through the answers, discuss how geography may have helped or hindered colonists in different regions. Collect geography quizzes. Hold a brief class discussion about the importance of rules. Ask students some of the following questions: 0 Why are rules important? 1 Why do people follow rules? 2 Why do people not follow rules? 3 How are rules enforced?

 Distribute copies of the Mayflower Compact and a piece of paper to the class. Read the first paragraph aloud to the class. After reading the paragraph, ask students to describe in their own words what the first paragraph was about. Write student responses on the board. Instruct students to use student responses to rewrite the first paragraph and then rewrite the remainder of their document in their own words. Instruct students to turn their rewritten Mayflower Compacts in at the tray on the desk and have them pick up the Chapter 4 reading notes they will complete with a partner. Ask students if they have any questions. Allow time for students to complete the task. As students work to complete the task, walk around the room to monitor student progress and answer any questions students may have to clarify misconceptions. How will you modify or adjust this lesson in the future? In the future, I think I would be more purposeful in how I go about determining groups. Groups were based on students assigned seats and this caused a large discrepancy in the ability level of groups. I will need to make sure that all groups are capable of completing tasks otherwise I could run into another situation where some groups get done very quickly and spend a lot of time waiting on other groups who are struggling to complete the assignment. I also think that I need to incorporate more writing into my lesson plans so that students have a better idea of what is expected of them in terms of written responses in the future. It is still early in the year, but I thought I had spent too much time explaining the writing process. I think more time should have been committed toward writing beforehand so that students would have a better understanding of what was expected of them.