UNIT 3
LESSON 2
Life in New England
Vocabulary Strategies
Preteach Additional Vocabulary After teaching the Vocabulary words on Student
Edition page 214, explain to students that there are several other important words they
will see in this lesson. Use Procedure Card 1, along with the suggestions below, to
introduce the words.
stocks
Discuss familiar meanings such as “supplies,” “shares in a company,” possibly stock
car racing. Then point out the stocks in the illustration on pages 216–217 and
discuss how they were used.
grazing
Explain that grazing cattle or livestock means putting them out in a field or
meadow to eat grass or other plants.
cooper
Tell students that a cooper is a person who makes or repairs barrels or wooden
tubs.
harvest
Discuss what it means to harvest, or gather in, crops.
hornbook
Point out the two shorter words horn and book in this compound word. Tell
students that books covered with thin pieces of animal horn were used in New
England schools long ago. Call attention to the illustration on page 220.
VOCABULARY POWER: Multiple-Meaning Words For additional practice, assign Vocabulary Power
pages 26–31.
Build Fluency
Use page 72 and the steps on Procedure Card 2 to reinforce vocabulary and build fluency.
Read each vocabulary word aloud and have students repeat it. Then have students work
in pairs to reread the words. Follow a similar procedure with the phrases and sentences.
Continue to help students build fluency by having them reread “You Are There” in the
Student Edition.
Preview the Lesson Guide students in previewing the lesson using Procedure Card 3. Point
out the following features of the lesson on Student Edition pages 214–221.
• Pages 214–215 Read the “What to Know” question, and explain that the
Puritans had very strong religious beliefs that affected their lives in many ways.
Preview the time line and illustrations.
• Pages 216–217 Have students examine the drawing, read A Closer Look, and
discuss the question.
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Unit 3, Chapter 5, Lesson 2
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Text Comprehension
• Pages 218–219 Preview the illustrations and have students read and discuss
the Citizenship feature.
• Pages 220–221 Have students read Primary Sources and discuss the question.
Then preview the illustration and Review questions on page 221.
Build Comprehension of Expository Text Present the graphic organizer on page 73. Have
students preview the organizer by filling in the lesson title and matching the four main
heads in the organizer with the subheads in the Student Edition pages 214–221. Use
Procedure Card 4, the Reading Check questions in Reflections, and the directed reading
suggestions below.
• Page 214 After students have read “You Are There,” ask whether they would
have enjoyed being Puritan children, and why or why not.
• Page 215 Have students read “A Religious Life” and complete the sentence in
the organizer. Ask students to give examples of how religious beliefs affected
the Puritans’ daily lives.
• Pages 216–217 After students read “A New England Village,” discuss how
villages were laid out, the economic system, and government. Then have
students fi ll in the information in the organizer.
• Pages 218–219 Before students read “Home Life,” have them look at the
organizer to set a purpose for reading. As they read, or after reading the section,
students can list jobs done by women and girls and by men and boys.
• Pages 220–221 Have students use the organizer to set a purpose for reading
“Schools” and complete the organizer. Discuss differences between Puritan
schools and schools today.
Summarize Have students use their completed graphic organizers to summarize the
lesson. Then have them compare their summaries to the lesson summary on page 221.
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Review and Respond Work through the Review questions with students. If students need
additional help with summarizing, use Focus Skill Transparency 3.
Write a Narrative Suggest that students list the information they need for their narratives,
such as what the school looked like, the books students used, and so on. Tell students to
leave spaces so they can write details from the lesson. Then students can use these notes
to help them write their stories.
Unit 3, Chapter 5, Lesson 2
71
Name
Date
Read aloud the words in Part A. Practice reading aloud the
phrases and the sentences in Part B.
Part A
Vocabulary Words
Additional Words
common
town meeting
public office
stocks
grazing
cooper
harvest
hornboook
Part B
1. The usual punishment / for Puritans who missed church / or spoke out
in dissent / was several hours in the town stocks.
2. At the center / of each New England town / was a common, / used by all
the townspeople / for grazing cattle, / sheep, / and other livestock.
3. An example of how colonists bartered for goods / would be a blacksmith
exchanging nails he made / for barrels made by his neighbor, / the cooper.
4. Every year, / towns across New England / held special town meetings, /
at which voters elected people / to public offices.
5. Each autumn, all the people in town worked together to harvest the crops.
6. The main subject taught in Puritan schools was reading, and most students
learned to read from a hornbook.
Turn to Student Edition page 214. Practice reading aloud “You Are There”
three times. Try to improve your reading each time. Record your best
time on the line below.
89
My Best Time
Words per Minute
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Number of Words
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Unit 3, Chapter 5, Lesson 2
Name
Date
Lesson Title Life in New England
A Religious Life
Puritans based
A New England Village
every part of their
lives
Center of town
the common
Everyone in town could attend a
on their religious beliefs.
town meeting
male church members
, but only
could vote.
Home Life
Women and girls
prepared food, made clothing and
other items
hunted, cut firewood, made tools,
worked in fields
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Men and boys
Schools
reading
Why so everyone could read the Bible
Main subject
Unit 3, Chapter 5, Lesson 2
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