Name: Kelsey Mercadante

Date: 6-9-15

Stage 2 Determine Acceptable Evidence

What evidence will show that students understand?
Performance Tasks
1. EQ: What would it be like to walk in the shoes of a colonist migrating from England to the
New World? (Empathy)
EU: The colonists experienced a mixture of emotions when coming over to the New World,
but the passion the colonists possessed for religious and economic freedom overcame
everything, which led to the colonization of America.
Task: Diary of my Journey to The New World!
The publisher of the Kids Discover: Colonial America childrens magazine has approached
you to take on a pretend role of an English Colonist who is migrating from England to the
New World, in order to receive an issue that is dedicated to this time period. Through your
migration, you keep a diary where you write three entries about your feelings and
experiences throughout the journey. Write your first diary entry about how you felt in
England. Write your second diary entry about how you felt when traveling to the New World.
Write your third diary entry about how you felt when you were in the New World. Support
your feelings with specific examples that made you feel the way you did. Your diary entries
will be shared with the publisher of the Kids Discover: Colonial America childrens
magazine.
2. EQ: How would the life of a New England, Mid-Atlantic, and Southern colonist be similar
and different? (Perspective)
EU: A persons life is affected by their environment and experiences.
Task: Colonial Movie Prep!
You are a storyboard artist who is being asked to create a storyboard for a movie being
produced in the Colonial time period in the JMU media production class. The movie will film
characters who act as colonists in the New England, Mid-Atlantic, and the Southern Colony.
As a storyboard artist, create a visual representation outline that will communicate how the
life of a New England, Mid-Atlantic, and Southern colonist is similar and different. This will
allow the JMU movie producers to plan for the movie when they film the different lives of
the colonists in each region. Your visual representation will be collected and viewed by JMU
students from media production classes.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Kelsey Mercadante

Date: 6-9-15

What other evidence will be collected in light of Stage 1 Desired Results?

Other Evidence
1. Thought Bubbles: Students will create a thought bubble of a political cartoon of King
George to represent King Georges thoughts during English colonization and a thought
bubble of a political cartoon of a colonist to represent a colonists thoughts during
colonization.
2. Jigsaw: Students will work in small groups and each of the groups will be assigned one
of the 6 colonies (Roanoke Island, Jamestown, Plymouth Colony, Massachusetts Bay
Colony, Pennsylvania, and Georgia). Each group will explain the reasons for why
colonization occurred for their assigned colony and what religious groups were
associated with each colony. Each student will fill out a corresponding graphic organizer.
3. Academic Prompt 1: What does the colonization of America reveal about Great Britain?
4. Academic Prompt 2: What might have happened if the New England, Mid-Atlantic, and
Southern colonies all had the same resources, geography, and climate?
5. Map Quiz: Students will label each of the 13 British colonies in the 3 regions, on a map.
6. Venn Diagram of the three colonies: Students will compare and contrast between the
geography, climate, social life, political/civil life, specialization, and religion of the New
England, Mid-Atlantic, and Southern Colonies. Provide 3 circles for the Venn diagram.
7. RAFT (Role, Audience, Format, Topic): Students will take on the role of a colonist from
a specific colony. (Students will be able to choose which colony they are from). Students
will write a letter to a family member back in Great Britain. Students will write about
their life in the colony, and their experiences they have encountered from their move over
to the New World, to their life currently in their colony. Have students think about the
geography, climate, job, religion and overall life in the colony they are in and how it
compares to their life back in Great Britain.
8. Web quest: Students will explore the specialization and interdependence of the New
England, Middle, and Southern Colonies. Students will complete a corresponding
tangible product or work sample for the web quest.
9. Vocabulary Quiz: Match key terms to their corresponding definitions.
10. Observations: Student monitoring chart of student discussions during the unit.

Metacognition:
Self-Assessment and Reflection
The students will be able to self-assess and reflect after they complete each of their PBEs.
Students will talk about what they feel that they have learned best and what they may still be
confused about with a partner.
Students will use exit slips for self-reflection and self-assessment after each lesson. For selfreflection, the students will write down something that is crystal clear, something they may be
confused about, and a question they may have. For self-assessment, the student will write down
how they enhanced their learning (what they did to help them learn) that day.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.