Mrs. Hickson’s American Colonization

Gifted Project

We will be studying the original thirteen colonies during the second nine weeks.  Can you name them? I’ll give you a clue. Georgia is one of them.

Differentiated Goals:

* Students will research the 13 original colonies.

*Students will use research to complete a graphic organizer on the 13 original colonies.

*Students will organize research information and create a report on Windows Moviemaker.

* Students will create a project on a colony of their choice and present the information.

Standards/Elements

Element Explain how the physical geography of each colony helped determine economic activities practiced therein.  GPS.04.SS.SS4G2.c 

Standard The student will explain the factors that shaped British colonial America. GPS.04.SS.SS4H3 

Element  Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies GPS.04.SS.SS4H3.a 

Element  Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.  GPS.04.SS.SS4H3.b 

Standard The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. GPS.04.LA.ELA4LSV2 

Element Uses notes, multimedia, or other memory aids to structure the presentation. GPS.04.LA.ELA4LSV2.2.b 

Domain  Research/Writing Process CRCT.04.LA 

Tasks and Resources

Task #1: Students will complete a graphic organizer provide by the teacher on the 13 colonies using the following websites: http://www.timepage.org/spl/13colony.html http://www.socialstudiesforkids.com/graphics/13mapnew.htm

http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm Terms to include on the GO are: colony, date founded, founder, location, climate/weather, and any special fact about that specific colony.

Task # 2: From the perspective of a colonist, students will write an essay about their life for one week living in a colony of their choice (New England, Mid-Atlantic, or Southern Colonies). They must defend their choice.

Task #3: Students will write a paragraph comparing and contrasting the lives of children that lived in a colony with the lives of children today. They will tell which lifestyle they prefer and the reasons why. Using the GCIS Junior website, students will find characteristics of a specific person in the colonial setting (hard working, honest, dependability, etc.) to determine which role (job) in the colony would suit them based on their own personality traits.

Task #4: Students will conduct research on a colony of their choice and then complete a presentation using Windows Moviemaker to present the information on their specific colony. They will use reference materials available in the media center (library books, encyclopedias, etc.), classroom (textbooks, etc.), and the internet to find information on their colony.

Task #5:   Upon completion of this unit, students must design and create a product of their choice based on all of their research materials to communicate information on their chosen colony. The activity must be creative and will include one of the following products: a project board report, an oral report given by the student dressed up like a person from their colony, a skit or play written by and acted out by students, or a Smartboard activity.  

Differentiated Assessment(s):

At the end of this unit, gifted students should be able to demonstrate the following tasks above and beyond the teacher expectations of average learners:

1. Identify and share more specific details about the 13 original colonies.

2. Write an essay about living one week in the colony of their choice and explain/defend the reasons why they chose this colony.

3. Write a compare/contrast essay on the lives on colonial children versus the lives of children today.

4. Create a product of their choice based on the research they conducted on the lifestyles of the men, women, and children of their chosen colony.

5. Use the GCIS Junior website, students will find characteristics of a specific person in the colonial setting (hard working, honest, dependability, etc.) to determine which role (job) in the colony would suit them based on their own personality traits

Rubrics

Essay Writing Rubric for Task #2

Rubric	Focus/Ideas Content	Organization	Voice	Word Choice	Effective Sentences	Conventions
3	-clear focus on prompt -most ideas clearly developed -several relevant, interesting details	-organized and sequential beginning, middle, end -beginning-developed; middle-easy to follow; end-brings closure	-several words express feelings -words often provide picture into writer’s personality; lively, sincere	-intended message conveyed in interesting way -varied range of words with strong specific words -many attempts at colorful language throughout writing	-several sentences vary in length and have different beginnings -transition words used effectively -sentence structure strong, with simple and compound sentences, and a few complex sentences -flows and is easily read	-capitalization -punctuation -paragraphing -grammar -spelling/priority words 2 errors *repeated errors only counted once
2	-somewhat clear focus on topic -some ideas clear -some relevant, interesting details	-somewhat organized and sequential beginning, middle, end -beginning, middle, or end may not be developed	-some words express feelings -words show some personal feelings, but may be distant at times	-intended message mostly conveyed with ordinary, average words -ordinary range of words with a few descriptive words -a few attempts at colorful language in writing	-some sentences vary in length and have different beginnings -transition words used -simple sentence structure with a few compound and/or complex sentences -easily read	-capitalization -punctuation -paragraphing -grammar -spelling/priority words 3 errors *repeated errors only counted once
1	-loses focus on topic -ideas weak -weak or repetitive details	-weak organization; lacks beginning or ending -beginning, middle, or end weak or unclear	-few words express feelings -words show little personality of writer; mostly distant	-intended message is weak due to limited vocabulary -limited range of words; lack color, excitement -ordinary words used and/or misused in writing	-limited variety in sentence length and beginnings -transition words weak -simple sentence structure with little variation -choppy	-capitalization -punctuation -paragraphing -grammar -spelling/priority words 4 or more errors *repeated errors only counted once

Rubric Score	Task #3 Paragraph Writing Rubric
Above 4	An excellent writing sample: establishes and focuses on the purpose of the writing task shows a clear awareness of the intended audience organizes content and ideas in a logical way, and is fluent and cohesive includes appropriate details to clarify ideas 2 or less mistakes in grammar, mechanics and usage that do not detract from clarity and meaning
At 3	A good writing sample: focuses on the purpose of the writing task shows some awareness of the intended audience organizes content and ideas in a logical way, although transitions may not be fluent includes some details to clarify ideas 3-4 mistakes in grammar, mechanics, and usage that do not detract from clarity and meaning.
Progressing 2	A fair writing sample: has some awareness of the purpose and intended audience attempts to organize content and idea, but is not particularly fluent or omits transitions includes some details. 5-6 mistakes in grammar, mechanics, and usage that only slightly detract from clarity and meaning.
Below 1	A poor writing sample: is confused in purpose or does not respond to the task does not present content in an organized or logical way includes few or no details 7 or more mistakes in grammar, mechanics, and usage that greatly detract from clarity and meaning. Reader can not understanding the meaning.

Name:______________________________ Task 4 Rubric

Category	Unacceptable 0 Points	Acceptable 3 Points	Exemplary 5 points	Total Points
Organization	Project is not organized, lacks organization	Project is organized with appropriate and clear ideas	Project is logically organized, appropriate, clear and smooth ideas are used. Excellent communication used.
Resources	Very few resources used. (less than 4)	A variety of clear resources used. (4-5 resources)	A variety of clear and extensive resources used (6 or more)
Creativity	Very little effort or creativity used, to complete project.	Creative, neat, and complete project submitted	Outstanding, creative, neat, and complete project submitted.
Originality	No originality demonstrated	Originality demonstrated	Outstanding originality shown
Neatness	Very sloppy, no initiative shown	Project very neat. complete, and initiative shown	Project neatness is outstanding, complete, and great initiative shown.
Total Points

Name:______________________________ Task 5 Rubric

Category	Unacceptable 0 Points	Acceptable 3 Points	Exemplary 5 points	Total Points
Organization	Project is not organized, lacks organization	Project is organized with appropriate and clear ideas	Project is logically organized, appropriate, clear and smooth ideas are used. Excellent communication used.
Resources	Very few resources used. (less than 4)	A variety of clear resources used. (4-5 resources)	A variety of clear and extensive resources used (6 or more)
Creativity	Very little effort or creativity used, to complete project.	Creative, neat, and complete project submitted	Outstanding, creative, neat, and complete project submitted.
Originality	No originality demonstrated	Originality demonstrated	Outstanding originality shown
Neatness	Very sloppy, no initiative shown	Project very neat. complete, and initiative shown	Project neatness is outstanding, complete, and great initiative shown.
Total Points

Graphic Organizers

Name: _____________________ Colony Graphic Organizer

Colony

Date Founded

Founder

Location

Temperature/ Climate

Special Facts