What types were there and what did you need to know?
Established Goals of the Lesson
-RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
-RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
-W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
- SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
2. Social, Ethical, and Human Issues
- Students understand the ethical, cultural, and societal issues related to technology.
- Students practice responsible use of technology systems, information, and software.
- Students develop positive attitudes toward technology uses that to support lifelong learning, collaboration, personal pursuits, and productivity.
3.Technology Productivity Tools
- Students use technology tools to enhance learning, increase productivity, and promote creativity.
- Students use productivity tools to collaborate in constructing technology--enhanced models, prepare publications, and produce other creative works.
4.Technology Communications Tools
- Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
- Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Performance Tasks: After the students read the text, If You Lived in Colonial Times, by Ann McGovern and view the Colonial Williamsburg website, they will organize their information into their graphic organizer. Students will then select one trade a share the skills needed for the trade and how someone is qualified for the trade. Their final project will be to create a glog using the gloster webstite from the information they have learned on one trade.
Other Evidence: Students will gather information and show understanding of text and/or website in a graphic organizer. Students will share knowledge of trades through class discussion before creating their glog.
Students will understand:
-Ways that people depended on and modified their physical environments
-Lifestyles in the colonies—comparisons during different time periods
- Different types of daily activities, including social/cultural, political, economic, scientific/technological, or religious
-What trades did the people living in Colonial America have?
-What skills were required of people for these trades?
-What tools did people use for these trades?
-Which trades interacted with other trades for goods and services to be available to colonists?
Graphic Organizer Components for Note Taking
Description of trade from website, text, or both (circle one)
Materials or tools needed for trade
Skills needed for trade:
Other trades this trade works with:
Picture to help you understand the trade:
Student learning styles addressed:
- Visual/ Spatial
- Students can collaborate while using website and text to gain information.