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Acquisition Lesson Plan

Unit: Colonization and Exploration

Essential Question: What were the possibilities for


failure in the Jamestown Colony?
Prompt #1
How did mortality effect the colony of Jamestown
Assessment Prompt #2
What factors led to such a high mortality rate?
Assessment Prompt #3
Graphic Organizer: / Jamestown Activity Organizer, iTunes U, Canvas,

Vocabulary (Words and Strategies):

Colonization, Jamestown, Starving Times, John Smith,

Activating Strategy:
-

Students will complete Bell Ringer on Canvas: Historical Tweet on


Religions Role in Colonization.

Teaching Strategies: (Collaborative Pairs; Distributed


Guided Practice; Distributed Summarizing; Graphic
Organizers)
Teaching Strategy:
House Keeping Records:
Remind Students of .ppts loaded to iTunes U
Remind Students of Test Friday
Have students download Kahoot.
Teaching Strategy:
Review with students their prior knowledge on the Jamestown
Settlement. Students pair share what historical information and
context they have.
Discuss the high mortality rate in the colonies.
Teaching Strategy:
Break students up into groups of two. They will work on looking at
Documents from Jamestown to develop a Hypothesis on what led to
the mortality rate of the colony of Jamestown.
Students will collect observations from the Documents
Develop a hypothesis
Defend that with observations from their Documents

Summarizing Strategies: (Students Summarize and

Answer Essential Question)


Student s will build a short KeyNote presentation that outlines
their hypothesis and the observations that support that
hypothesis.
Student will present these to class.
Accommodations:
- Alternative reading will be given to students at a lower reading
level
- Students will work in pairs to answer critical thinking questions
- Guided practice will give opportunities to students who struggle
with complex thinking
- All Testing Materials will be forwarded to special education
teachers at least 1 week in advance
- Classroom aides will gather materials and relay instruction at a
slower pace.
Post-Lesson Thoughts and Notes:

Standards:
5.1.9. A. Explain how law protects individual rights and the common good.
5.2.9. C. Analyze skills used to resolve conflicts in society and government.
5.3.9. I. Analyze how and why government raises money to pay for its operation and
services.
8.1.9. B. Analyze and interpret historical sources.
8.1.9. C. Analyze the fundamentals of historical interpretation.
8.1.9. D. Analyze and interpret historical research using primary sources.
8.2.9. A. Analyze the political and cultural contributions of individuals and groups to
Pennsylvania history from Exploration to Colonization.
8.2.9. B. Identify and analyze primary documents, material artifacts and historic sites
important in Pennsylvania history from Exploration to Colonization.
8.2.9. D. Identify and analyze conflict and cooperation among social groups and
organizations in Pennsylvania history.
8.3.9. A. Identify and analyze the political and cultural contributions of individuals
and groups to United States history from Exploration to Colonization.
8.3.9. B. Identify and analyze primary documents, material artifacts and historic sites
important in United States history from Exploration to Colonization.
8.3.9. D. Identify and analyze conflict and cooperation among social groups and
organizations in United States history from Exploration to Colonization.
1.1.8. A. Locate appropriate texts (literature, information, documents) for an assigned
purpose before reading.

1.1.8. B. Identify basic facts and ideas in text using specific strategies (e.g., recall,
genre characteristics, set a purpose for reading, generate essential questions as aids
to comprehension and clarify understanding through rereading and discussion).
1.1.8.G. Demonstrate after reading understanding and interpretation of both fiction
and nonfiction text, including public documents.
1.2.8. B. Use and understand a variety of media and evaluate the quality of material
produced.
1.2.8. C. Produce work in at least one literary genre that follows the conventions of
the genre.
1.2.8.A. Read and understand essential content of informational texts and documents
in all academic areas.
1.4.3 C. Write an opinion and support it with facts.
1.4.3. B. Write informational pieces.
1.5.8. A. Write with a sharp, distinct focus.
1.5.8. C. Write with controlled and/or subtle organization.
1.5.8. D. Write with an understanding of the stylistic aspects of composition.
1.5.8. E. Revise writing after rethinking logic of organization and rechecking central
idea, content, paragraph development, level of detail, style, tone, and word choice.
1.5.8. F. Edit writing using the conventions of language.
1.5.8.B. Write using well-developed content appropriate for the topic.
1.5.8.G. Present and/or defend written work for publication when appropriate.
1.6.8. A. Listen to others.
1.6.8. B. Listen to selections of literature (fiction and/or nonfiction).
1.6.8. C. Speak using skills appropriate to formal speech situations.
1.6.8. D. Contribute to discussions.
1.6.8. E. Participate in small and large group discussions and presentations.

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