ALEX Lesson Plan

     

The Lost Colony of Roanoke

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  This lesson provided by:  
Author:Karen Wright
System: Cherokee County
School: Centre Elementary School
  General Lesson Information  
Lesson Plan ID: 14587

Title:

The Lost Colony of Roanoke

Overview/Annotation:

In this lesson students will build on their knowledge of the lost colony of Roanoke. Using the Internet, students will research theories about the disappearance of the colonists and use what they have learned to write and perform a play about an assigned theory. They will incorporate technology by recording the plays and editing them using movie editing software.

 Associated Standards and Objectives 
Content Standard(s):
Arts Education
AED (2006)
Grade: 5
Theatre
1 ) Identify various roles and responsibilities necessary to effectively stage scenes or dramatic productions.

Examples: writers editing the script, researchers ensuring that costume choices reflect the time period portrayed, directors guiding practices, actors memorizing script parts, critics viewing and critiquing theatre performances, set designers selecting materials reflecting desired setting, audiences responding to production

Arts Education
AED (2006)
Grade: 5
Theatre
2 ) Select essential design elements to support a dramatic production.

Examples: lighting, costumes, makeup, props

•  Combining physical shapes, levels, and facial expressions to depict emotion and mood of characters
•  Combining physical qualities with vocal qualities, including projection and vocal variety
Arts Education
AED (2006)
Grade: 5
Theatre
3 ) Produce an original or published scene using an organized rehearsal plan.

Describing the importance of collaboration in a theatrical production, including scheduling, blocking, and set design

Technology Education
TC2 (2009)
Grade: 3-5
2 ) Use various technology applications, including word processing and multimedia software.

•  Using navigational features commonly found in technology applications
•  Identifying digital file types
Technology Education
TC2 (2009)
Grade: 3-5
8 ) Collect information from a variety of digital sources.

Examples: online libraries, multimedia dictionaries

•  Using technology tools to organize information
•  Demonstrating efficient Internet search strategies
Example: keyword search

•  Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
Social Studies
SS2010 (2010)
Grade: 5
United States Studies: Beginnings to the Industrial Revolution
4 ) Determine the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.

•  Identifying significant early European patrons, explorers, and their countries of origin, including early settlements in the New World
Examples: patrons—King Ferdinand and Queen Isabella

explorers—Christopher Columbus

early settlements—St. Augustine, Quebec, Jamestown

•  Tracing the development and impact of the Columbian Exchange
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Identify the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.
  • Identify significant early European patrons and explorers, as well as the early settlements in the New World.
  • Trace the development and impact of the Columbian Exchange.
Teacher Vocabulary:
  • economic impact
  • cultural impact
  • Age of Discovery
  • patrons (King Ferdinand and Queen Isabella)
  • explorers (Christopher Columbus, Ponce de Leon, Hernando de Soto)
  • early settlements (St. Augustine, Quebec, Jamestown)
  • Columbian Exchange
Knowledge:
Students know:
  • The economic and cultural impacts on European society and American Indians by European exploration during the Age of Discovery.
  • The significant early patrons and explorers.
  • The development and impact of the Columbian Exchange.
Skills:
Students are able to:
  • Identify the geography of North America.
  • Discuss the discoveries of Columbus and the exploration and conquests of Pizarro and Cortes.
  • Explain the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.
  • Identify significant early European patrons, explorers, and their country of origin.
  • Locate significant early European settlements in the New World.
  • Map the Columbian exchange.
  • Explain how science, technology, and economic factors have developed, changed and affected societies throughout history.
  • Explain how religious and philosophical ideas have been powerful forces throughout history.
Understanding:
Students understand that:
  • European exploration connected the old world to the new world creating both positive and negative changes across the globe.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies
SS2010 (2010)
Grade: 5
United States Studies: Beginnings to the Industrial Revolution
5 ) Explain the early colonization of North America and reasons for settlement in the Northern, Middle, and Southern colonies, including geographic features, landforms, and differences in climate among the colonies.

•  Recognizing how colonial development was influenced by the desire for religious freedom
Example: development in Massachusetts, Connecticut, Rhode Island, Pennsylvania, and Maryland colonies

•  Identifying influential leaders in colonial society
•  Describing emerging colonial government
Examples: Mayflower Compact, representative government, town meetings, rule of law

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Explain the reasons for settlement and early colonization of North America in the Northern, Middle, and Southern colonies.
  • Describe the influence of prominent leaders in colonial society.
  • Describe the characteristics of the emerging colonial governments and the lasting effects.
Teacher Vocabulary:
  • colonization
  • representative government
  • geographic features
  • rule of law
Knowledge:
Students know:
  • The location of the various colonies was based upon many factors such as geographic location, landforms, and climate. Colonial development was often influenced by the desire for religious freedom.
  • Many distinguishing factors of colonial governments continue to influence the development of the United States.
Skills:
Students are able to:
  • Locate colonies on a physical and political map.
Understanding:
Students understand that:
  • That a variety of geographic, religious, and socio-political factors influenced the location of the various colonial settlements.
  • The emerging colonial governments had lasting effects still evident today.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Arts Education
ARTS (2017)
Grade: 5
Theatre
6) Revise and improve an improvised or scripted drama/theatre work through repetition and self-review.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Rehearse
Essential Questions:
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
Concepts & Vocabulary:
Research
Analysis
  • purpose
Voice
  • projection
Movement
Characterization
  • build
  • inner thoughts/ internal dialogue
  • sensory recall
Directing
Design
  • shape
  • scale
Theatrical production
Skill Examples:
  • Identify physical qualities of a character such as height, weight, coloring, age, build, etc.
  • Make inferences as to what inner traits the physical qualities reveal about the character. Express the internal dialogue, stating what the character thinks and how he or she reacts to what is happening in a given situation. If the internal dialogue is stated, it can be spoken in the voice of the character.
  • Identify a given circumstance for a theatrical/dramatic work.
  • Propose design ideas that support the story, paying attention to shape, colors, and scale. For instance, a scary giant might require dark, tall, vertical pieces; whereas, a happy toddler might use pastel, smaller, rounder shapes.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Identify the character's inner thoughts.
  • Explain how the character's inner thoughts impact the story and the dramatic/ theatrical work. Consider how alternatives might arise with changes in the inner dialogue (e.g., a fish that gave up because it could not stand failure might not find its family like one that is determined that nothing is going to stop it).
  • Research interesting characters (e.g. Johnny Appleseed, Paul Bunyan, the "Unsinkable Molly Brown," Florence Nightingale, etc.) and their given circumstances (in preparation for #10).
  • Make inferences for character's inner thoughts based on the given circumstances.
  • Groups brainstorm ideas for a dramatic/ theatrical work based on their research, focusing on the message, purpose, and theme they want their story to tell.
  • Group divides and assigns responsibilities for playwriting, acting, directing, and technical design in order to put together a dramatic/ theatrical informal work.
  • Practice dramatic/ theatrical piece.
  • Use physical exploration for character development in an improvised or scripted dramatic/ theatrical work. Students should build on the research they did on their specific character to inspire their physical character development. Use sensory recall exercises to deepen the physicality of their characters.
  • Use vocal exploration of various pitches, rhythms, and tempos for character development in an improvised or scripted dramatic/ theatrical work. Improve projection through theater games, as well.
  • Create innovative solutions to design and technical problems that arise during the rehearsal process.
  • Revise and polish piece during rehearsals.
  • Perform piece for audience.
Arts Education
ARTS (2017)
Grade: 5
Theatre
13) Present drama/theatre work informally to an audience.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
EQ: What happens when theatre artists and audiences share a creative experience?
Concepts & Vocabulary:
Research
Analysis
  • purpose
Voice
  • Inflection
Movement
  • sensory recall
  • visualization
  • personal space
Characterization
  • internal dialogue
Directing
Design
Theatrical production
  • active listening
Skill Examples:
  • Use nonsense dialogue or one-word sentences and other such activities to have pairs or small groups practice using a variety of inflections.
  • Identify the underlying thoughts and emotions involved in the dialogue.
  • Watch a dramatic/ theatrical work and enumerate the underlying thoughts and emotions of a character.
  • Use theater games (e.g., "Follow Your Nose" or "Sculptor") to enhance the physicality of a character through sensory recall and visualization.
  • Use theater games to enhance creativity, focus, improvisation, and ensemble building.
  • Incorporate skills from theater games into a student performance (e.g., a folk story or piece of literature).
  • Prepare and rehearse the piece, polishing and revising as the collaborators see fit.
  • Be able to explain or demonstrate how the vocal and physical skills they have practiced were used in the performance.
  • Determine skills needed for active listening (e.g., concentrating, responding to, and remembering).
  • Perform piece for an audience that practices active listening.
  • Students discuss and constructively evaluate the elements of the performance, drawing on what they remember from active listening.
Arts Education
ARTS (2017)
Grade: 5
Theatre
22) Investigate historical, global, and social issues expressed in drama/theatre work.

Example: Read articles from a specific time period, then use articles to write and perform a "living newspaper" scenario.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Interrelate
Essential Questions:
EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?
Concepts & Vocabulary:
Research
  • evidence
  • historical issues
  • global issues
  • legitimate sources
Analysis
  • social consciousness
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • animation
Skill Examples:
  • Students describe their community/ culture using evidence.
  • Students may view examples of socially conscious videos, commercials, poetry readings, animation, etc.
  • Students brainstorm ways that theater can connect them to their community/ culture and foster understanding and social responsibility.
  • Students do research on the historical, global, or social issues in dramatic/ theatrical pieces they have seen.
  • Students become familiar with legitimate historical research sources for theater terminology and conventions.
  • Research stories set in different cultures (e.g., Helen Keller [U.S.], Anne Frank [Germany], Aladdin [Middle East], Fisher King [England], Urashima Taro [Japan], Various Norse or Greek Myths, Aesop's fables [Greek], etc.).
  • Compare and contrast the stories and cultures from other places with those of the U.S., seeking commonalities among the differences.

Local/National Standards:

 

Primary Learning Objective(s):

Students will identify theories concerning the disappearance of the colonists from Roanoke. Students will use the Internet to perform research. Students will write a play that includes dialogue, costumes and props. Students will use video cameras effectively. Students will use movie editing software to edit a movie they recorded.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Needed materials for props and costumes will vary based on student preference.

Technology Resources Needed:

Computer with Internet access, video cameras (preferably digital), movie editing software such as Movie Maker

Background/Preparation:

Students should have studied required text about the lost colony of Roanoke as part of their social studies curriculum. If needed, background information for teachers can be found at http://www.coastalguide.com/packet/lostcolony-croatan.shtml and http://www.roanokeisland.net/history/. Although not necessary it would be helpful for students to have had some experience using video cameras and movie editing software. Tutorials are available and should be used if students have no experience in these areas.

  Procedures/Activities: 
1.)Review timeline of Roanoke colony with the class. Have students discuss what they think happened to the "lost colony" and record ideas.
(Timeline Roanoke)
This timeline provides a overview of the Roanoke colony.

2.)Explain to students that they will be researching theories about the lost colony of Roanoke using the Internet. Discuss search words and search engines. Brainstorm search words to use to find theories of what happened to the colony of Roanoke. List the search words and phrases so that students can refer to them during their research. If necessary use the following website for tips.
(The Essentials of Google Search)
The Essentials of Google Search is a feature of the Google Help center.

3.)Divide students into groups of 2-3 to complete research. Groups will be given a set amount of time to find at least three theories concerning the disappearance of the people from the colony of Roanoke. When time is up, students will present their findings to the class. Different theories should be recorded for later use.

4.)Students will then be divided into groups of 4-6. Each group will be assigned a theory about which they will write and perform a play. Students will work in groups for 2-4 days depending on available class time. At the end of the allotted time period students will turn in a final script to be reviewed by the teacher. The teacher will meet individually with each group to suggest corrections and give feedback. Students should then be given a class period to revise their plays and plan for props and costumes.
(How to Write a Play)
This site gives an overview of the steps involved in writing a play. The is a good resource for students who have never written a play.

5.)Students should be given time to practice their plays. Not all group members need to have speaking parts. Depending on the size of the group, there could be a director, prop person, and camera person to record the play. Students will perform the play for the class.
(Adobe Digital Kids Club)
This site offers great tips for students who are new to digital video recording.

6.)Once the plays are complete and have been recorded students will work in groups using movie editing software, such as Movie Maker, to edit their plays. Because students are probably not familiar with movie editing it may be helpful for the teacher to model the steps during a class period and then have the students begin their project the next day. Editing should involve at the minimum making a title screen, adding background music and ending credits.
(Movie Maker Tutorial)
This site offers step by step information for using Movie Maker for Microsoft XP.

7.)Final products should be viewed by the class and turned in to the teacher for evaluation.


Attachments:
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  Assessment  

Assessment Strategies

Use attached rubrics to evaluate scripts and movie.

Acceleration:

 

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.