1. August

2. Write down three problems
Warm Up
Write down three problems
colonist would face on
a trip to Mars.

3. I can identify reasons for European exploration and colonization of North America by wringing a persuasive advertisement.
Learning Target

4. Activity 1) Class discussion: Who would want to go to Mars? Why?
2) Write down three reasons why settlers would want to colonize North America?
3) Class discussion: Why would some one want to go to Plymouth or Jamestown?
Activity

5. Write a persuasive advertisement encouraging settlers to colonize Jamestown or Plymouth.
Closing Question

6. Writer fails to submit the assignment.
Grading Rubric 4 3 2 1
Academic Vocabulary
Writer demonstrates clear understanding of assigned academic vocabulary, using it in context to develop writing’s ideas.
Writer demonstrates understanding of assigned academic vocabulary and uses it appropriately in context.
Writer correctly presents assigned academic vocabulary but primarily as a definition.
Writer does not present assigned academic vocabulary or incorrectly uses it in context.
Idea Development
The ideas are effective because of specific and well-chosen details and examples, adding substance and interest to the writing. Unique views are presented.
The ideas are sufficient because details and examples used are specific and appropriate, adding substance to the writing. Response is original.
Minimal ideas that reflect little/no thoughtfulness. It is superficial because the details/examples are not appropriate or are too briefly or partially presented.
Insubstantial ideas because the writer’s response is not related to the prompt and/or is vague or confused. No examples used to develop ideas.
Depth of Thought
The writing expertly presents insightful connections to the real world and/or attempts to extend the prompt to new learning.
The writing presents a thoughtful response clearly presenting ideas which connect to the course and/or to the real world.
The writing presents a simplistic response and does not attempt to present valid connections to the course and/or to the real world.
The writing does not attempt to go beyond definitions or presents only a simplistic response to the prompt.
Use of Language
Writer’s word choice and sentences are purposeful, varied, and well controlled, enhancing the effectiveness of the writing. Consistent command of appropriate grammar, spelling, capitalization, and punctuation are strengths.
Writer’s word choice is, for the most part, clear and specific. Sentences are varied and adequately controlled, contributing to the effectiveness of the writing. Adequate command of appropriate grammar, spelling, capitalization and punctuation.
Writer demonstrates partial command of appropriate sentence structures, grammar, spelling, capitalization, and punctuation. Conventions do not prevent reader from determining the writing’s purpose or content.
Writer’s effectiveness is significantly limited by simplistic sentences and little or no command of appropriate grammar, spelling, capitalization, punctuation.
Presentation
Writer turns in neatly presented assignment which responds effectively to the task and exhibits care and effort to present learning.
Writer turn in assignment on time that is legible, complete, and responds appropriately to the task.
Writer turns in assignment that is only partially complete, messy/illegible, late, or does not respond appropriately to the task.
Writer fails to submit the assignment.
Academic
Vocabulary
Colonization
Democracy
Economic
Founded