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Review Lesson 8 3 8 4 by x8TY71zU


									                                              LESSONS 8.3 and 8.4
                         The English Colonies in America and Life in the Colonies
Learning targets                                   SUMMARY OVERVIEW
(clear, understandable versions of standards       History Alive! lesson plan
in student friendly language)
     Explain how cultural identities impacted In chapter III, students learn about the similarities and
         the development of the United States.     differences among the New England, Middle, and
     Understand that different scholars           Southern Colonies. In chapter IV, students focus on the
         describe historical events differently    rights of colonists (4.4), class differences (4.6), and life
         and must provide reasons/evidence for for African Americans (4.7), using HA! and Young
         those points of view.                     Peoples History. They write a fictitious journal using
                                                   information from these three sections.
Language objectives
(identified cognitive functions correlated to the Students will
learning targets, such as sequence,                • distinguish between New England, Middle, and
compare/contrast, cause/effect, infer, and         Southern Colonies
argue, as well as the signal words to be           • understand the emergence of major regional differences
deliberately taught/used in discussion and         in the colonies
writing; sentence frames in support section)       • record key ideas about 3 aspects of colonial life
Compare and Contrast                               • write a fictional narrative about life in the colonies from
                                                   the perspective of a British journalist who has spent a
History Alive! Preview activity                    year living in colonial America
(builds background; links to student               • research and organize information in a journal entry that
experience)                                        expresses their ideas clearly and also demonstrates an
Preview III in ISN                                 understanding of grammar, structure, and the appropriate
Pre-assessment activities/documents
(serves as self-assessment for students;           Recommended changes to HA! lesson plan
informs instruction for teachers; charts or
documents may be used as a place to gather          Use an Interactive Read-Aloud/Cornell Notes activity
concepts/information throughout lesson                  (whole class) (8.3)
through debriefing; may include visuals, lesson  Preview III in ISN (whole class)
questions, lesson vocabulary, language              Group students in heterogeneous reading groups
objectives, and/or learning targets)                Students use the Comparing Colonies Chart to
                                                        compare key attributes in geography, products, and
SWYAK & WIIFM                                           sources of labor in the three colonial regions (section
Lesson questions                                    Skip the ISN and use the video suggested (or other)
(drive instruction; may create links to previous        to provide an overview/refresher on the colonies
learning; may be included in pre-assessment)        Have students read Young Peoples History, chapters
 How did labor shortages in the colonies               2 and 3 for a different perspective of slavery and
    encourage the establishment of slavery?             social classes in the colonies
 How does geography influence cultural             Read Introduction (8.5), using an Interactive Read-
    development (ties in with Review Lesson             Aloud/Cornell Notes activity (whole class)
    8.1 & 8.2)?                                     Group students in heterogeneous reading groups
 How did the class struggle lead to a new          Students will complete ISN notes for sections 5.4,
    form of government?                                 5.6, and 5.7
 How do different historical perspectives          Students will write imaginative (but fact-based)
    influence our understanding of history?             journal entries for the three sections, using their ISN
 Is history facts or opinions, or both?                notes and the Zinn text for reference

    Modified from History Alive! June 2010                                                              1
Additional background building                     Flexible grouping pattern of the lesson
(streaming video segments, DVD, map review,        Whole class: Overview/Discussion
read aloud of a related piece of fiction, etc.)    Reading: Small groups
   National Geographic’s “Nightmare in
   Jamestown” video
   PBS’s “Jamestown: Secrets of the Dead”
   clips with suggested questions

Key content vocabulary (italicized words
  Slave trade/triangular trade
  Indentured servitude
  Economies of North and South

                                       READING SUPPORT
               Lesson-specific instructional supports
                        * see Enrichment Plan for Compacting/Extensions
   Suggested strategies for introduction       Focus pages/paragraphs for          Thinking or
         Interactive Read-Aloud                      teacher guided             Process-Related
                                                      reading group                   Words
                                                                                  (for example,
                                                                                  Bloom’s etc.)

Interactive Read-Aloud/Cornell Notes               Sections 3.1, 3.2, 4.4, 4.6, 4.7   Explain
                                                   Zinn, chapters II & III            Compare

                                         WRITING SUPPORT
                  Lesson-specific instructional supports
                         * see Enrichment Plan for Compacting/Extensions
                                                      Sentence frames

    Modified from History Alive! June 2010                                                          2
                                                    for parts of the lesson

                                       DISCUSSION SUPPORT
                  Lesson-specific instructional supports
                         * see Enrichment Plan for Compacting/Extensions
                                                       Sentence frames
                                                    for parts of the lesson

                      FORMATIVE ASSESSMENT (for student and teacher use)
        “Check for understanding”          Checkpoints in Student                   Questions for
          points during activities           Interactive Notebook                 exit and entrance

      Video Discussion Questions              ISN 4.4, 4.6, 4.7

           Processing Assignment                             Games                     Other
   (also serves as a formative assessment)
Comparing Colonies Chart (8.3)
Journal Assignment (8.4)


    Modified from History Alive! June 2010                                                   3

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