A Day in the Life of an English Colonist
What were the daily events surrounding the establishment of English colonies?
Grade Level: 5th
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.
th
Subject(s): (To be used during Week 13 on the 5 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 InDepth 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
5.
6.
7.
8.
9.
10.
11.
12.
13.
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.
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.
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?
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.
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?
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?
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?
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?
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?
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
Procedure1. 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
5.
6.
7.
8.
9.
10.
11.
12.
13.
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.
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.
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?
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.
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?
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?
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?
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?
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?
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
Excellent
Meets requirements for this page
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
Good
Average
Average
Comments
Classroom Formative Assessment
Generic Rubric Design
Scale
4
3
2
1
0
In addition to exhibiting level 3
performance, the student
responses demonstrate in-depth
inferences and applications that
go beyond what was taught in
class.
The student’s responses indicate
no major errors or omissions
regarding any of the information
and/or processes taught in class.
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.
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.
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.