Martha Ballard Writing Lesson



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Martha Ballard Writing Lesson

Colonial Times

From: Teaching American History, Helen Tross, 2008

History Standards: 5.4

Students understand the political, religious, social, and economic institutions that evolved in the colonial era.



CCSS Standards: Writing, Grade 5

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)

8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Guiding Question:
What are Martha Ballard’s character traits? How has her diary helped you understand the significance of women during Colonial times?

Overview of Lesson:
Days 1-3:
As you read through Martha Ballard’s diary, ask students probing questions and have them add to the T Chart below.

Once students are done, you should have a chart like the completed version. Explain to students the words “traits” and “infer”, and then have them work in partners or small groups to infer some of Martha’s traits. Make sure they can point to the evidence that gave them their clue.


Day 3-4:

Introduce students to the prompt. Break it down and look at how the essay should be organized – what the prompt gives you should be an introduction, body, and conclusion. Have students complete a flow map individually, similar to the one below. Once maps are completed, students may orally “rehearse” them with their elbow partners.


Day 5:

Have students write a complete essay, with peer revision as time allows.



Martha Ballard

Appearance/ Wore
Information about others around her

What she thought/said

What she did


Martha Ballard (from Diary & Film)



Information about others around her

Always took care of people at her house.

Her girls do a lot of the work too

People sent for Martha & depended on her for their illnesses & births, deaths, etc.

Husband gone a lot

What she thought/said

Told about the weather daily

wished she felt better

Had severe pain in foot

fatigued

Appearance/ Wore

plain clothing, hat, shoes



What she did

cooked, bought food, supplies, & medicine, grew food & herbs, housework, tended to sick people, assisted in childbirth, gave medicine, walked for long hours, stayed up all night with sick people, carded cotton and wool, spun skeins for weaving and cloth, sewed & mended, rode to fort, crossed a river for midwifery, stayed out late to take care of people kept notes on spending & who had paid her, etc.





Traits: hard working, diligent, tired, dependable, etc.

Prompt: What are Martha Ballard’s character traits? How has her diary helped you understand the significance of women during Colonial times? Defend your answer with evidence from the diary.




Thesis: In the diary of Martha Ballard, written (cite source, context, etc like 1785 – 1812)), The midwife, Martha Ballard was (state several traits). This diary gives us incite into what life might have been like for the every day woman of this time.


Transition Transition Transition

State first trait Diligent

State final trait: dependable

State next trait: hard working

Conclusion: The significance of the diary. Students own thoughts about Martha Ballard.

evidence evidence evidence



from tree map from tree map from tree map





Directory: history -> ucihp -> resources -> 5th%20Grade%20Curriculum
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resources -> Fdr and His Four Freedoms
resources -> Central Question: Did the caste system unite ancient Indian society?
5th%20Grade%20Curriculum -> Teaching with Primary Sources
5th%20Grade%20Curriculum -> Died in Augusta, Mrs. Martha, consort of Mr. Ephraim Ballard, aged 77 years
5th%20Grade%20Curriculum -> Sharon Block, uc irvine Great Awakening Religious Shifts
5th%20Grade%20Curriculum -> History Standards: 5 Students explain the causes of the American Revolution
5th%20Grade%20Curriculum -> Unit 3 Heritage: Life in a Colonial Town Lesson Plan Day 1 Day 2 Day 3 Day 4 Day 5
5th%20Grade%20Curriculum -> Lesson 5 Expanding on Colonial Life Book: Martha Ballard Primary Source for Writing Writing Project


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