A Day in the Life of an English Colonist What were the daily events surrounding the establishment of English colonies? Grade Level: 5 th Extension Lesson- Social Studies/History/Civic Sunshine State Standards Week #13 Learning Goal: Students will know the motivation for colonial settlements and be able to analyze the similarities and differences between the colonies. Big Ideas & Benchmarks: SS.5.C.2.2 Compare forms of political ideas of Patriots, Loyalists, and undecided during the American Revolution SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists Common Core: RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly FL Frameworks for K-12 Gifted Learners Goal 1 : Thinking Creatively Objective 1: the student identified as gifted will be able to critically examine the complexity of knowledge: the location, definition, and organization of a variety of fields of knowledge. Goal 3: Use and manipulate information sources Objective 1: The student identified as gifted will be able to conduct thoughtful research/exploration in multiple fields. Subject(s): (To be used during Week 13 on the 5 th Grade CCPS Social Studies Curriculum Map) Description: Master, mistress, child or slave, if you lived on a middling Virginia plantation in the eighteenth century, you had chores to do and plenty of them. Wayne Randolph, agricultural specialist at Colonial Williamsburg, says, "The chief quality of life on a Virginia farm in the 1700s was work, work, and more work." Work ebbed and flowed with the seasons, but it never stopped. From tending crops to butchering livestock to cooking, cleaning, or mending fences and tools, there always was something to be done. This extension the students will select a trade from the Colonial Williamsburg website http://www.history.org/almanack/life/trades/tradehdr.cfm and give a daily account of what they would be doing during on November 21, 1854 in Williamsburg, Virginia. Closure: As you wrap up this lesson, have discussions on how the early Colonists lived in Colonial America. Most importantly reflect how learning about what other people went through helps us to respect and empathize with others during trials in life.
A Day in the Life of an English Colonist What were the daily events surrounding the establishment of English colonies? Teacher Activity Sheet Goal: Master, mistress, child or slave, if you lived on a middling Virginia plantation in the eighteenth century, you had chores to do and plenty of them. Wayne Randolph, agricultural specialist at Colonial Williamsburg, says, "The chief quality of life on a Virginia farm in the 1700s was work, work, and more work." Work ebbed and flowed with the seasons, but it never stopped. From tending crops to butchering livestock to cooking, cleaning, or mending fences and tools, there always was something to be done. This extension the students will select a trade from the Colonial Williamsburg website http://www.history.org/almanack/life/trades/tradehdr.cfm and give a daily account of what they would be doing during the day on November 21, 1854 in Williamsburg, Virginia. Materials: Student Activity sheets printed for each student, highlighters, pencils, 4 X 6 inch note cards, color construction paper, computer Procedure- 1. This is a continuation from the Apprentice Extension for Week 12. First have the students research which trade they would like to journal the day about. Explain that the Colonial Williamsburg website will be very resourceful for this activity. Remind them to stay in character and keep to the time period while journaling the daily activities for each time. 2. First make a Daily Journal entry sheet by taking a 4 X 6 inch note cards. After each journal card is written they should have another student peer edit for historical correctness as well as meeting writing standards, before writing the next entry. 3. The students should read their trade on the Colonial Williamsburg web site and take notes for the journal entries. They may also want to print out the text and use their In- Depth comprehension (see example shown in teacher resource section) to better understand and the selection of relevant information. (Common Core)
4. Use the CCPS student research website to further research what life was like during early Colonial period. The Colonial Williamsburg website can be very helpful, they have free podcasts with actors in period dress. http://www.history.org/history/index.cfm They may add their own personal style, but remember the time period and do not stray off the course too far. 5. 6:00 AM- What would your character be doing at this time of the morning? Why would they be awake this early? How would they prepare their breakfast? Use description to show the reader what your clothes would look like and what the sights, sounds and smells of their home. 6. 8:00 AM- The students will write a journal entry of what would your character be doing at this time of the morning? Would they be going to a store, farming the land, hunting or trapping? This would be a great time to write about how they got there, would they ride a horse, travel by carriage, or walk? Do they work with anyone? What would need to do first when they started their day? 7. 10:00 AM- The students will write a journal entry about the mid morning work, talk about how they made something like a dress if they are a Milliner, or a Cooper making a barrel. This would be a great time to talk about the tools they would use. 8. 12:00 PM - The students will write a journal entry mid day and eating. What would they eat and where did they get this food. Did they bring the food with them or maybe someone in their family brought it to them. What would they eat? How did they keep it cold or warm it up? 9. 2:00 PM - The students will write a journal entry about the afternoon chores. Would anyone be with you for an appointment like a Brick Maker, or a Wheelwright? Explain how they would deal with taking orders or filling them. Do they take money or make things for trade? 10. 4:00 PM - The students will write a journal entry about getting closer to the end of a day. What would they do if they weren t finished with an order? Would they continue through the day to make sure they would complete an order? 11. 6:00 PM - The students will write a journal entry about doing chores at home and what would they be? How would they feel by this time? What would their family life be like? Would they have time for entertainment? How would they entertain themselves, would it be playing a musical instrument? Reading? Who cook dinner? Where would they get the food to eat? What would they eat? 12. 8:00 PM - The students will write a journal entry about the end of a long day. Have them explain how their family would be during this time period and what they would talk about? Why would they want to go to sleep early? 13. Have the students peer edit each other s entries, use the peer editing guide attached.
A Day in the Life of an English Colonist What were the daily events surrounding the establishment of English colonies? Student Activity Sheet Goal: Master, mistress, child or slave, if you lived on a middling Virginia plantation in the eighteenth century, you had chores to do and plenty of them. Wayne Randolph, agricultural specialist at Colonial Williamsburg, says, "The chief quality of life on a Virginia farm in the 1700s was work, work, and more work." Work ebbed and flowed with the seasons, but it never stopped. From tending crops to butchering livestock to cooking, cleaning, or mending fences and tools, there always was something to be done. This extension the students will select a trade from the Colonial Williamsburg website http://www.history.org/almanack/life/trades/tradehdr.cfm and give a daily account of what they would be doing during the day on November 21, 1854 in Williamsburg, Virginia. Materials: Student Activity sheets printed for each student, highlighters, pencils, notebook paper, computer Materials: Student Activity sheets printed for each student, highlighters, pencils, 4 X 6 inch note cards, color construction paper, computer Procedure- 1. This is a continuation from the Apprentice Extension for Week 12. First research which trade they would like to journal the day about. Use the Colonial Williamsburg website will be very resourceful for this activity. Remind to stay in character and keep to the time period while journaling the daily activities for each time. 2. First make a Daily Journal entry sheet by taking a 4 X 6 inch note cards. After each journal card is written you should have another student peer edit for historical correctness as well as meeting writing standards, before writing the next entry. 3. You should read your trade on the Colonial Williamsburg web site and take notes for the journal entries. You may also want to print out the text and use your In-Depth comprehension (see example shown in teacher resource section) to better understand and the selection of relevant information. (Common Core)
4. Use the CCPS student research website to further research what life was like during early Colonial period. The Colonial Williamsburg website can be very helpful, they have free podcasts with actors in period dress. http://www.history.org/history/index.cfm You may add your own personal style, but remember the time period and do not stray off the course too far. 5. 6:00 AM- What would your character be doing at this time of the morning? Why would you be awake this early? How would you prepare their breakfast? Use description to show the reader what your clothes would look like and what the sights, sounds and smells of your home. 6. 8:00 AM- You will write a journal entry of what would your character be doing at this time of the morning? Would they be going to a store, farming the land, hunting or trapping? This would be a great time to write about how you got there, would you ride a horse, travel by carriage, or walk? Do you work with anyone? What would need to do first when you started your day? 7. 10:00 AM- You will write a journal entry about the mid morning work, talk about how you made something like a dress if they are a Milliner, or a Cooper making a barrel. This would be a great time to talk about the tools you would use. 8. 12:00 PM - You will write a journal entry about mid day and eating. What would you eat and where did you get this food. Did you bring the food with you or maybe someone in your family brought it to you. What would you eat? How did you keep it cold or warm it up? 9. 2:00 PM - You write a journal entry about the afternoon chores. Would anyone be with you for an appointment like a Brick Maker, or a Wheelwright? Explain how you would deal with taking orders or filling them. Do you take money or make things for trade? 10. 4:00 PM - You will write a journal entry about getting closer to the end of a day. What would you do if you weren t finished with an order? Would you continue through the day to make sure you would complete an order? 11. 6:00 PM - You will write a journal entry about doing chores at home and what would they be? How would you feel by this time? What would your family life be like? Would you have time for entertainment? How would you entertain yourself, would it be playing a musical instrument? Reading? Who cook dinner? Where would you get the food to eat? What would you eat? 12. 8:00 PM You will write a journal entry about the end of a long day. Explain how your family would be during this time period and what you would talk about? Why would you want to go to sleep early? 13. Have other students peer edit each other s entries, use the peer editing guide attached.
Teacher Resource PEER EDITING RUBRIC For each of the pages in the class book, switch with a partner and fill out a rubric (make sure you circle the page you are writing about). Using the REQUIREMENTS FOR EACH PAGE sheet and your own observations, fill out the rubric. Remember that you are not grading the pages but are trying to help make the journal the best it can be! Circle one: 6:00am 8:00am 10:00am 12:00pm 2:00pm 4:00pm 6:00pm 8:00pm Below Meets requirements for this page Excellent Good Average Average Comments Is neatly done Spelling and grammar are correct The ideas flow well and are clear The layout of the page is artistically done and is pleasant to look at The artwork is well done: it has colored borders or other artistic details
Classroom Formative Assessment Generic Rubric Design Scale 4 In addition to exhibiting level 3 performance, the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class. 3 The student s responses indicate no major errors or omissions regarding any of the information and/or processes taught in class. 2 The student s indicate errors or incomplete knowledge of the information and/or processes; however they do not indicate major errors or omissions relative to simpler details and processes. 1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However with help, the student demonstrates partial understanding of some of the knowledge. 0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge. Student Language I know it better than my teacher taught it. I know it just the way my teacher taught it. I know some of the simpler stuff, but can t do the harder parts. With some help, I can do it. Even with help, I can t do it. Source: Robert Marzano, Classroom Formative Assessment and Grading
Hot DOK Questions 1 Can you recall? When did happen? Who was? How can you recognize? What is? How can you find the meaning of? Can you recall? Can you select? How would you write?
What might you include on a list about? Who discovered? What is the formula for? Can you identify? How would you describe? Hot DOK Questions 2 Can you explain how affected? How would you apply what you learned to develop? How would you compare? Contrast? How would you classify? How are alike? Different? How would you classify the type of? What can you say about? How would you summarize? How would you summarize? What steps are needed to edit? When would you use an outline to? How would you estimate? How could you organize? What would you use to classify? What do you notice about? Hot DOK Questions 3 How is related to? What conclusions can you draw?
How would you adapt to create a different? How would you test? Can you predict the outcome if? What is the best answer? Why? What conclusion can be drawn from these three texts? What is your interpretation of this text? Support your rationale. How would you describe the sequence of? What facts would you select to support? Can you elaborate on the reason? What would happen if? Can you formulate a theory for? How would you test? Can you elaborate on the reason? Hot DOK Questions 4 Write a thesis, drawing conclusions from multiple sources. Design and conduct an experiment. Gather information to develop alternative explanations for the results of an experiment. Write a research paper on a topic. Apply information from one text to another text to develop a persuasive argument. What information can you gather to support your idea about? DOK 4 would most likely be the writing of a research paper or applying information from one text to another text to develop a persuasive argument. DOK 4 requires time for extended thinking.