2. I can identify the social divisions that emerged in colonial North Carolina. DateLesson TitlePage # Colonial North Carolina

3. At your desk, complete an economy bubble map. The word economy goes in the center. Think of five words associated with economy. You should have at least five branches off your map. You will have three minutes to brain storm.

4. the wealth and resources of a country or region, especially in terms of the production and consumption of goods and services. careful management of available resources Put the definition into your own words.

5. We are going to look at Chapter 4, section 2 in your North Carolina! Textbook. We are going to use the THIEVES approach to preview the section. T-Title-Look at the title of this section on page 69. What do you already know about this topic? How can I turn this title into a question to help me focus my reading? H-Headings-Headings indicate the important sections of the chapter. Look at the headings in this chapter (69-73) What important information do you think you’ll find?

6. How can reading the titles of heading in a textbook section help us to understand the content of the section?

7. I-Introduction-The introduction provides an overview of the chapter. Read the introduction called “The Story Continues” ** Do you already know anything about this section? E-Every first sentence in a paragraph-First sentences are often the topic sentences of the paragraph, and by reading these a student can get an idea of the information that will be contained in the section. Read the first sentences of all the paragraphs in this section. Did you find the first sentences informational?

8. V-Visuals-Students should look at all pictures, charts, tables, maps, and graphs contained in the section. **Read all captions and labels. Look at the pictures and graphs on pages 69-73. How do these visuals relate to the content of the chapter? How do captions help us understand the visual? Vocabulary- unlocks the meaning of content. You need to understand the vocabulary to comprehend the text. I will pass out the memory clue vocabulary worksheet. Using your book on pages 69-73, fill out the worksheet by finding the definition for each vocabulary word and putting in your own words on the worksheet.

9. Look at the picture and graph on page 70. How can these two visuals help you understand Colonial North Carolina?

11. Learning Target I can identify the social divisions that emerged in colonial North Carolina. Bell Ringer How can previewing a chapter help a reader?

12. E-End of Chapter Questions-These questions indicate important points and concepts from the chapter. Just reading these questions will help you target important information. Look at the Section Review on page 73-What do these questions ask? How do I locate this information in the text? S-Summary-Many texts contain a summary at the end of the section. A summary can help a student activate prior knowledge and give you an idea of important concepts. Does this section provide a summary?

13. How can the THIEVES system help us be better non-fiction text readers? Orange Triangles share with Black triangles. Black triangles share orange triangle’s response.

14. In your portfolio, read Section 2 and complete the section review on page 73. You already completed the memory clue activity on vocabulary, so start with question 2. You may work with a partner quietly. We will go over this as a class.

15. ADVERTISING THE NEW WORLD John Lawson’s main reason for writing “A New Voyage to Carolina” was to promote the colony to Englishmen who might cross the sea in search of a better life. We can learn a lot about early colonial North Carolina from Lawson’s writing, but it’s important to remember that he wasn’t simply writing an objective description of the colony. He was surveyor general — in charge of surveying plots of land — and more settlers meant more business!

16. As you read the primary source, on the left of your T-Chart, write down things you find negative and on the right side of your T-Chart, write down things you find to be positive. You may work with a partner, taking turns with the reading. Create your T-Chart in your interactive notebook on the right page.

17. 1.Author-Who created the source? What do you know about the author? What is his point of view? 2.Place and Time-Where and when was this source produced? 3.Prior Knowledge-What do you know that would help you further understand this source? 4.Audience-For whom was this source created and how might this affect the reliability of this source? 5.Reason-Why was this source produced at the time it was produced? 6.The Central Idea-What point is the source trying to convey? 7.Significance-Why is this source important? So what?

18. 1.What can you guess about his audience? What kinds of people were they? What kinds of things did Lawson think would attract their interest? 2.Where might Lawson not be entirely truthful? 3.Was Lawson justified in exaggerating the colony’s positive qualities or smoothing over the negative ones? 4.At the end of this page, Lawson lists “necessaries for Carolina” — things that settlers should bring with them, because they won’t be able to obtain them easily once in America. What does this list tell you about the “present state of Carolina” that Lawson’s previous descriptions don’t?

19. Complete a $2 Summary of Colonial North Carolina. Your summary must be 20 words exactly. No more, no less.