Roanoke Lesson Plan for Foundations

Understanding By Design – Backwards Design Process

(Developed by Grant Wiggins and Jay McTighe, 2002)

Stage 1 – Desired Results
Standards: 1.    Historical Skill: Students will build a connection to the past. 2.    Writing Standard: Write persuasive letters or compositions:  state a clear position in support of a proposal, support a position with relevant evidence, follow a simple organizational pattern, and address reader concerns. (2.4) 3.    S.S. Standard: Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers. (5.3)
Understanding (s)/goals Students will understand that: 1.    There are multiple interpretations that can be supported by the evidence left behind from the first colonists of Roanoke. 2.    They need to choose the particular evidence that best supports their interpretation of the events.	Essential Question(s): 1.    What became of the first English settlers that disappeared from the Roanoke Colony? 2.    What evidence best supports this viewpoint?
Student objectives (outcomes):Students will be able to: 1.    Historical Skill: Express multiple theories of the Roanoke Colony events and identify evidence that would support or counter each theory. 2.    Writing Skill: Write a five paragraph persuasive essay with supporting evidence that clearly states the student’s opinion of what became of the settlers of the Lost Colony and addresses reader concerns.
Stage 2 – Assessment Evidence
Performance Task(s): 1.    Well organized graphic organizer that shows correctly placed evidence under the theory it supports 2.    Five paragraph persuasive essay clearly presenting their theories, counterpoints, and support	Other Evidence: 1.    Bonnie Bishop anticipation guide (pre and post)
Stage 3 – Learning Plan
Learning Activities: ·         Anticipation Guide—true or false ·         Read aloud Roanoke—An Unsolved Mystery from History by Heidi Stemple and Jane Yolen ·         Construct an evidence chart with columns for each of the seven theories ·         In small groups, examine images of primary sources and evaluate first-person accounts of these events—discuss how to best refute evidence that supports another position ·         Discuss and decide upon individual opinions of the evidence ·         Construct five-paragraph persuasive essay supporting their opinions

Summary of Initial Brainstorming for Foundations Project

Our group discussed using the picture book Roanoke, An Unsolved Mystery from History to teach persuasive writing.  We pulled together images of primary and secondary sources from the internet that lend themselves to an investigation into one of the seven theories of the outcome of the settlers from the first English colony in North America (for example, firsthand accounts of what was found on the second return, images of the signet ring discovered in North Carolina, quote of the discription of the appearance of Native Americans with Anglo features, etc.)

We decided to read this book slowly, constructing an evidence chart as we go with our classes.  Students will then choose the theory that they are most partial to and write a persuasive essay to convince their classmates that their survival theory is the best supported.  We are still discussing which goal this lesson best supports--it seems to both connect students with the past and help them to develop the big idea!