Social Studies Lesson Plan Template

Group Members/Group Name: _Colleen Murphy________________

Thematic Unit Theme/Title/Grade Level: _The New World: The founding of the first successful British colony in America/ 5th grade
Group Wiki space address: __ http://jamestownlessonplans.weebly.com_
Daily Lesson Plan Day/Title: _Roanoke, The Lost Colony_
Lesson Length (ie. 30 minutes): _2 days, 45 minutes each day_
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.

The colony at Roanoke was the Britishs first attempt at colonization in North America. It was unsuccessful in that no one
knows exactly what happened, because all of the original colonists vanished without a trace. In studying Roanoke, students
will understand the hardships, risks, and challenges the early British colonists faced when they began settling in America.
This will also help them to see what a triumph the settlement at Jamestown was, and how easily it could have also ended up
like Roanoke.

During a group activity, the students will gather information from various resources, and decide what they believe happened
at the colony of Roanoke. Once they have decided what has happened, they will write a short script (that gives each group
member a role) in which they act out what they believe happened at the colony of Roanoke for their classmates.

SS.5.A.3.3, Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of
North America.
SS.5.A.3.2, Investigate (nationality, sponsoring country, motives, dates, and routes of travel, accomplishments) the European
explorers.
TH.5.O.2.4, Collaborate with others to develop and refine original scripts, and justify writing choices.
TH.5.H.1.2, Participate in a performance to explore and celebrate a variety of human experiences.

These can be downloaded from the

Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Resources/Materials

Anticipatory set: Before the students enter, have a fake tree (i.e. - made out of paper, on the wall) with the word croatoan
written across it. Dimmed lights, or other theatrics can be used to set the mysterious mood. After the students have entered
and are settled ask, Have you ever heard of the lost colony of Roanoke? After getting their feedback, play this short
youtube clip: https://www.youtube.com/watch?v=P24hapbHjKw (stop at 4:15)
Instructional Input and Procedures:
1.) Break the students up into small groups. Give them 20 minutes to use classroom resources (online, textbook,
classroom library) to come up with a theory about what they believe happened at the colony of Roanoke. Choose
one member of the group to be the scribe, and write down all theories.
2.) Teacher will perform a self-written short monologue detailing what they believe happened at the lost colony of
Roanoke.
3.) As a group, pick one theory, and develop that theory into a short script to be performed for the class. Ensure that
each student has a role (this doesnt necessarily have to be a speaking role.) The script should be 5 8 minutes in
length. Challenge each group to involve the croatoan tree into the plot of their story. Also, try to incorporate the
names of real colonist, which can be found on the following website
(http://lumbee.homestead.com/lostcolonistlist.html)
4.) The students will use available props and costume pieces to perform their script for the class. They do not have to
memorize it.
5.) We will come together as a class and vote on which theory seems the most valid and why.
Fritz, J., & Talbott, H. (2004). The lost colony of roanoke. New York: G.P. Putnam's Sons.
Roanoke Colony (n.d.). Retrieved June 19, 2015, from https://en.wikipedia.org/wiki/Roanoke_Colony
The Lost Colony. (n.d.). Retrieved June 19, 2015, from https://www.youtube.com/watch?v=P24hapbHjKw
Roanoke Worksheet. (n.d.). Retrieved June 19, 2015, from http://www.ereadingworksheets.com/reading-comprehensionworksheets/summary-worksheet-3.pdf
Materials:
Internet Access
Social Studies Textbook
The Lost Colony of Roanoke by Fritz and Talbott
Paper and writing utensils
Props and Costume pieces appropriate to colonial and Native America attire.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.

Unit Pre-Assessment: Formatively assess when asking the children, Have you ever heard of the lost colony of
Roanoke?
Unit Post-Assessment: Each group will receive a summative assessment on their script. Scripts will be graded on
historical relevance, creativity, and distribution of work.
Daily Lesson Plan Assessment: Go around to each group, and consult with the group scribe to formatively assess the
information they have gathered.

ESOL & Students with Learning Differences: Direct modeling, visual aids, flexible grouping, digital resources
Gifted/Talented: Multi- level aspects of lesson, interactive lesson, creatively stimulating lesson

These accommodations and/or

modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and

Notes

Encourage the students to bring their own props and clothing from home, as well as providing some. Ask the students to get
creative in putting on their productions.
Homework: Students will highlight the important information on the following worksheets:
http://www.ereadingworksheets.com/reading-comprehension-worksheets/summary-worksheet-3.pdf

Modified 5/15 Van De Mark from document created by L. Spaulding