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Items Used To Farm The Land

Curriculum Alignment

Be able to look at pictures from the past and show items that have been taken from that time (SOC I.2.MS.3)

Write a narrative in an entertaining fashion for the reader (ELA.6.MS.2)



Objectives

• Students will be able to name some of the major farms equipment used by the serfs. (SOC I.2.MS.3)

• They will also be able to write a fictional story about a farmer using the tools that they recently learned about. (ELA.6.MS.2)



Assessment

Pre-assessment: Begin by having students name farming tools used today. Then have them name some tools that might have been used during the Middle Ages.

On-going: As students are researching pictures, walk around the classroom observing their interactions and how focused they may be.

Post-assessment: A short quiz about what tool is used to do what. Also, they will write a short story about a farmer and he must use the tools that the students recently learned about.



Procedures

1. Make a list of farm tools that farms today use to harvest crops. Discuss a little what each one does.

2. Now have students name the tool that was used in the Middle Ages that did the same job. See how many they can get correct.

3. Split students into groups of two students. Print out enough pictures of tools for each group to have one. After three minutes of observing and discussing the picture, switch pictures with another group. Repeat this process several times until all the pictures have been seen.

4. Make a list with your partner with the name and uses of each tool.

5. In their group, students will write a story about the life of farming. Items that should be included in this story are names of several new tools, a description of the ground that was being farmed, and a list of the crops. Also include what the crop was used for, either food for people or animals, or maybe it was traded for something else? That is just a few ideas to get you focused and thinking.



Differentiation

For English as second language students, they would be able to draw their story in picture form. Then in whatever English they may be able to speak, they will explain their story rather than write it in story form.



Resources

Tompkins, Ken. “Peasant Houses.” (Oct 1)

http://loki.stockton.edu/~ken/wharram/houses.htm