Grade 5: Unit 8: Life in a Colonial Town

By the end of the unit, students will answer the following prompt:

Have a list of people particular to a colonial town. They may have different jobs and roles in the town. Have students choose a job or role to write a report about a day in the
life of...report on their character. End the unit with a wax museum or create a colonial town for younger grades to visit, and have students enact the roles they described in
their report.

You have been learning about and collecting many facts about life in a colonial town. Use your notes, texts, and visuals (pictures, maps, etc.) to write a report about one of the
types of people that lived at that time. Make sure to describe the role they play in their community, and the details of their daily life. You should include information about the
the home they live in, the food they eat, the clothes they wear, the jobs they do, and the recreational activities they engage in. When you are done, you should have created a
detailed account of the day in the life of the colonial person of your choice.

You can choose to do this in a standard report form, an informational book with chapters, or in a multimedia presentation. In whatever format you choose, make sure you have
main ideas and details, introduction and conclusion and include the vocabulary we have learned in the unit.


Week Mentor tex Supplemental
text/Multimedia
Standards Informal
Assessment
Reading Writing Speaking/Listening Language
1
Sarah Mortons Day by
Kate Waters (Lexile 700)
1607: A New Look at
J amestown by Karen Lange

Samuel Eatons Day by
Kate Waters Lexile AD590

Colonial Williamburg:
http://www.history.org/histo
ry/index.cfm

Strategy: Inferring,
Compare and Contrast

Standard:
RI 5.1
RI 5.5
RI 5.9

W 5.2,W5.7,
W5.8,



SL5.1, SL5.6*

L5.1, L5.2,
L5.4, L5.6
Compare and contrast
the different
jobs/roles in a
colonial town
Inferring Word
Meaning Grophic
Organizer
Note collecting
tool...hyper llink to
document?
2

Colonial Life (True Books:
American History) by
Brendan January Lexile
770

The Dreadful, Smelly, Colonies
by Elizabeth Raum Lexile 810

Colonial America by
Patrice Sherman

Hasty Pudding, Johnnycakes,
and Other Good Stuff:
Cooking in Colonial America
by Loretta Frances Ichord

Daily Life in the Colonies:
http://www.pbs.org/ktca/libe
rty/perspectives_daily.html
Strategy: Inferring,
Compare and Contrast

Standard:
RI 5.1
RI 5.5
RI 5.9
W 5.2,
W5.7, W5.8,
SL5.1, SL5.6* L5.1, L5.2,
L5.4, L5.6
Compare and contrast
the different
jobs/roles in a
colonial town
Inferring Word
Meaning Grophic
Organizer
Compare 2 books on
the same topic, and

Education in the Colonies:
http://www.chesapeake.edu/
Library/EDU_101/eduhist_col
onial.asp



explain the different
structures
3
The Village: Life in Colonial
Times by James E. Knight Lexile
770


A comparison of colonial
life to life today:
http://www.yale.edu/ynhti/c
urriculum/units/1990/5/90.0
5.04.x.html

Strategy: Inferring,
Compare and Contrast

Standard:
RI 5.1
RI 5.5
RI 5.9
W 5.2
W5.5, W5.7,
W5.8, W5.9
SL5.1, SL5.6* L5.1, L5.2,
L5.4, L5.6
Inferring Word
Meaning Grophic
Organizer(collect and
score)
Compare and
contrast the different
jobs/roles in a
colonial town

4
The Founding of a Nation: The
story of the 13 Colonies
by Elizabeth Richards

Colonial Voices, Hear Them
Speak by Kay Winters Lexile
640
Strategy: Compare and
Contrast, Determine
Importance

Standard:
RI 5.1
RI 5.5
RI 5.9
W 5.2
W5.4
W5.5, W5.7,
W5.8, W5.9
SL5.1, SL5.6* L5.1, L5.2,
L5.4, L5.6
Report in essay,
chapter book, or
multimedia form,
final draft.
Compare and
contrast the New
England, Middle
and Southern
Colonies
5
New England, Middle and
Southern Colonies
http://www.landofthebrave.info
/new-england-colonies.htm

The Thirteen Colonies
http://www.socialstudiesfork
ids.com/articles/ushistory/13
colonies2.htm

Strategy:Determine
Importance, Compare
and Contrast

Standard:
RI 5.1
RI 5.5
RI 5.9
W 5.2
W5.5, W5.7,
W5.8, W5.9
SL5.4, SL5.5, L5.1, L5.2,
L5.4, L5.6
Compare and
contrast the New
England, Middle
and Southern
Colonies
Presentation in
museum or colonial
village setting, in
which the y share
their character and
his/jher life to
younger students.
*note: Bold standards indicate when new standard is introduced
**Note: standards highlighted are the focus standards for the week