ALEX Lesson Plan


Extra, Extra!! Mary Rowlandson's Captivity Newscast

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  This lesson provided by:  
Author:Ashley Sibert
System: Dekalb County
School: Collinsville High School
  General Lesson Information  
Lesson Plan ID: 29742


Extra, Extra!! Mary Rowlandson's Captivity Newscast


This lesson will be an interdisciplinary lesson that involves both English Language Arts and Social Studies (History). The lesson will be primarily technology-based and also project-based that will have the students performing historical research and developing a "photo-story" through a PowerPoint presentation for their own newscast. The lesson will be part of a larger unit that combines literature from the early 1600s through the 1800s, and will primarily focus on the encounters and relationships of European explorers with the Native American life in North America. The lesson, in particular, will look at the Puritan life and beliefs, and how this life style influenced history, literature, and one woman's captivity with the Native American Indian tribe of the Wampanoag. Through research and analysis of the captivity narrative of Mary Rowlandson, the students will compose a newscast that will track the history of the events of King Philip's War and tie those events into a narrow report on Mary Rowlandson's actual captivity through the "removes" that she details in her narrative.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (9-12) Computer Applications
6. Utilize advanced features of multimedia software, including image, video, and audio editing.
TC2 (9-12) Computer Applications
16. Create a product that integrates information from multiple software applications.
Example: pasting spreadsheet-generated charts into a presentation
ELA2015 (10)
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]
ELA2015 (10)
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]
ELA2015 (10)
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
ELA2015 (10)
19. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational United States documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. [RI.11-12.9]
SS2010 (10) United States History I: Beginnings to the Industrial Revolution
2. Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]
  • Explaining the role of essential documents in the establishment of colonial governments, including the Magna Carta, the English Bill of Rights, and the Mayflower Compact
  • Explaining the significance of the House of Burgesses and New England town meetings in colonial politics
  • Describing the impact of the Great Awakening on colonial society
  • Local/National Standards:

    NCTE / IRA Standards for ELA

    8) Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

    12) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

    Primary Learning Objective(s):

    • Students will identify and comprehend the track of events and activities of the Wampanoag tribe and Mary Rowlandson.
    • Students will interpret and demonstrate comprehension of the text using context clues and prior knowledge in Mary Rowlandson's captivity narrative.
    • Students will examine and analyze the motives, intentions, and attitudes of the Wampanoag tribe and Mary Rowlandson based on economic, social, geographic and political conditions during Rowlandson's captivity.
    • Students will classify and construct an understanding of research skills and the application of multiple software applications to complete a newscast on the captivity of Mary Rowlandson.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    ·Holt - Elements of Literature - 5th Course

    ·Student Journals

    ·Worksheet - 3 Column Chart (February 1676 - April 1676)

       o Chronological Events of Captivity
       o Biblical - Comments/References
       o Captors - Comments/References

    ·Worksheet - Historical Timeline

       o Detail events of King Philip's War
       o June 1675 - August 1676

    ·Research Guideline Sheet

       o Will provide educational websites for  students to find extra information and facts  about King Philip's War and Mary Rowlandson's captivity

       o Will provide basic information and rules that students should follow when creating their historical perspective on King Philip's War and Mary Rowlandson's captivity

    ·Newscast Guideline Sheet

       o Will provide educational websites for students to view an example newscasts and gain a basic understanding of components of a newscast

       o Will provide basic information and guidelines for students to follow to create their own newscast on King Philip's War and Mary Rowlandson's captivity

    ·Newscast Rubric

    Technology Resources Needed:

    · Classroom Student Computer Workstations

    · Library Computer Work Stations

    · Microsoft PowerPoint Software

    · Windows Media Player Software

    · Classroom External Hard Drive

    · Classroom - Laptop

    · Classroom - Projector

    · Classroom - Video Camera

    · Audio Compact Disc of "from A Narrative of the Captivity...Mary Rowlandson"


    This lesson will be a three-day (3-day) lesson. The students will have previously opened the unit on "Encounters & Foundations to 1800." The opening of the unit will discuss the forming of relationships between the Native American settlers on North America and the European explorers that traveled there. The opening of the unit will also expose the students to Puritanism and the Puritan Legacy that developed within the North American colonies. The Puritan beliefs will be a strong and important aspect of the unit because Mary Rowlandson's captivity narrative is based on her Puritan beliefs.

    The first day of the lesson will be spent reading and/or listening to the selection, "from A Narrative of the Captivity...Mary Rowlandson" in the textbook. The students, on this first day, will also complete a journal activity. The students will be split into pairs to complete the assignment and project for the remainder of the lesson on Mary Rowlandson's captivity. Depending on which assignment the student is given (Historical newscast of King Philip's War OR Mary Rowlandson's captivity newscast will depend on what worksheet the student should complete) will determine how the student will proceed with the remainder of the assignment. Student groupings will be assigned a  particular set of dates to and a particular "Remove" to build their newscast around; therefore, the students will each get the opportunity to witness and report on different aspects of King Philip's War and the captivity of Mary Rowlandson.

    The second day of the lesson will be spent researching, compiling, and organizing each groups' newscast and PowerPoint presentation (Photostory) on the Historical Perspective of King Philip's War and the captivity of Mary Rowlandson.

    The third day of the lesson will be the presentation "newscast" day for the class. Each group will host their news cast on the events of King Philip's War and the events of Mary Rowlandson's captivity through their own interpretation. Each newscast will be video taped for the class to view and critique at a later date.

    *Students will need to have a basic understanding and comprehension all the events in the story and some outside historical events of King Philip's War that would have influenced Mary Rowlandson's captivity.

    *Students will need to have a basic understanding of Microsoft PowerPoint so they will be able to compile their photostory that will display the "places" that Mary Rowlandson's captors would have stayed and kept her during her captivity.



    Step 1 (Day 1)

    As a class, students will read and listen to the text selection from A Narrative of the Captivity...Mary Rowlandson. The selection contained in the Holt Literature books contains four (4) different sections/chapters from the entire narrative.

    Step 2 (Day 1)

    After reading and discussing the selection of Mary Rowlandon's captivity narrative, the students will be divided into pairs to create and construct a newscast based on the events in the narrative and the overall historical perspective of that era including King Philip's War.

    Step 3 (Day 1)

    In their groups, students will determine which student will be creating the historical report on King Philip's War and which student will be creating the news report on Mary Rowlandson's captivity.

    Step 4 (Day 2)

    Once students have determine which news report they will each be creating, the will each be given a different assignment to complete based on his or her assignment. The students who chose to create a historical newscast on King Philip's War will complete a "Historical Perspective Timeline - King Philip's War." The students who chose to create a newscast on the captivity of Mary Rowlandson will complete a three-column chart that will detail chronological events of the captivity, biblical references in the narrative, and captor references in the narrative.

    Step 5 (Day 2)

    Students will next begin researching, creating, and constructing their individual newscast. Students working on the historical newscast for King Philip's War will be given a certain set of dates from which they will research. The students working on the captivity of Mary Rowlandson will be given a particular "Remove" that they will be reporting from and researching. At this stage of the lesson, students will be given two different guideline sheets to help them form their newscast. One guideline sheet will be for the research portion of the assignment. It will provide students with scholastic websites from which they can find a variety of facts and information for their newscast. Students will also be given a newscast guideline sheet, which will provide an outline and some rules that students should follow when creating their newscast. The guideline sheet will provide websites where students can view sample newscasts to model their own newscast.

    Step 6 (Day 2)

    Each group will research and create their own individual newscast. One student will research his or her given dates on King Philip's War and create a Photostory in Microsoft PowerPoint or Windows Media Player to have scrolling while the student is presenting the newscast on King Philip's War. The other student in the group will research his or her own "Remove" assigned to them from Mary Rowlandson's captivity narrative. He or she will create an "on the scene" report regarding Mary Rowlandson's captivity. This student will discuss the chronological events, biblical references, and comments/references that Rowlandson makes regarding her captors. This student will also create his or her own Photostory with Microsoft PowerPoint or Windows Media Player to have scrolling while they are presenting their "on the scene" report regarding the captivity of Mary Rowlandson.

    Step 7 (Day 3)

    Student groups will present their newscasts in front of the class and other guests. The newscasts will be videotaped for future viewing and classroom use. The students will present according the dates they were assigned regarding King Philip's War and the coinciding "Remove" of Mary Rowlandson's captivity narrative. Each student newscast should last six to ten minutes.

    Step 8 (Day 3)

    Each student group will submit their formal paper copy of their newscast and the assignment worksheets that they each completed earlier in the lesson on day two.

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    Assessment Strategies

    *Students will primarily be assessed on their group newscast and presentation of the newscast accoridng to the provided newscast rubric.

    *Students will be assessed on their formal copy of the newscast they submit for grading purposes.

    *Students will be assessed on the worksheets they completed according to which newscast topic, dates, and "Remove" he or she was assigned at the outset of the lesson.

    *At the conclusion of the study on Mary Rowlandson's captivity narrative, students will be given an exam that will mostly be comprised of discussion and/or essay questions; therefore, the students will need to pay close attention to each student newscast because several of the questions will come directly from the student newscast and the information contained within them.

    *Students will be provided with a newscast rubric, which will serve as a guide to the formation of their individual newscasts.


    *For those students who already know or can do the Primary Learning Objectives, the extension will be for those students to complete a comparative essay on two different Removes in Mary Rowlandson's captivity narrative. The students can complete the lesson and assignment as stated and extend their understanding and knowledge of the subject by completing an essay that will compare and contrast two Removes in the narrative while also incorporating the main events of King Philip's War that would have influenced Mary Rowlandson's captivity narrative.


    *Student seating arrangements will be accommodated to meet any visual or hearing-impaired students.

    *Any special accommodations for special needs students will be made based upon individual needs or the student's IEP; i.e. student groups or pairs, or extra-teacher assistance.

    *Diverse learners will be accommodated by the various activities that are implemented into the lesson. Student's jobs will be assigned based upon the types of learners that each student has been classified as.


    *Modifications will be made for the necessary students by:

    (Modifications will be based on individual student ability and student IEP's)

    *Students given more time to complete portions of the assignment where necessary

    *Resource Special Education teachers may be used, as well as Spanish Aides for ELL/ESL students

    *Requiring less detailed report/items/assignment for students based upon the job given

    *Less speaking time required during student presentations

    *More teacher interaction with students based on ability

    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.