Activity Title: 'For the Record'

Subject Area: Literacy

Theme: Creative Journaling

Grade Level: 4th - 6th

 

Students will investigate historical journals, then create a journal to use as a record for observation and description.

Colorado Standard(s) and/or Benchmark(s) addressed in this activity:

Grade	Content Area	Standard	Benchmark
4th - 6th	Literacy	1-read a variety of materials	1.1 strategies to comprehend writing
4th - 6th	Literacy	2-write for a variety of purposes	2.2 choose vocabulary 2.3 revise and edit 2.6 write in content areas
4th - 6th	Literacy	3-write using conventional grammar	3.1 parts of speech 3.4 correct sentence structure
4th-6th	Literacy	5-make use of technological information	5.2 use electronic information
4th-6th	Literacy	6-recognize literature as a human record	6.2 read/respond to literature

 

National Standard(s) and/or Benchmark(s) addressed in this activity:

Grade	Content Area	Standard	Benchmark
4th-6th	Literacy	5-use a wide range of strategies to write	Comprehend writing strategies
4th-6th	Literacy	8-gather technological resources	Use a variety of resource information
4th-6th	Literacy	9-respect for diversity in language use	Recognize dialects across cultures

 

Cross -curricular integration: Journaling

 

Introduction:

“At nightfall rocks and shoals were seen ahead… at supper she (HMB Endeavour) went over a bank of 7 or 8 fathom water which she came upon very suddenly: this we concluded to be the tail of the Shoals we had seen at sunset and therefore went to bed in perfect security, but scarce were we warm in our beds when we were called up with the alarming news of the ship being fast ashore upon a rock, which she in a few moments convinced us of by beating very violently against the rocks.” Joseph Banks, HMB Endeavour, 11 June, 1770.

A study of historical journals reveals much about the discoveries made by early explorers. Discoveries are recorded in detail, observations of the flora and fauna are accompanied by sketches and drawings. They lend much to creating a picture of what life was like at the time.

Banks also writes, “In gathering plants today I myself had the good fortune to see the beast so much talked of; he was not only like a grey hound in size and running but had a long tail, as long as any grey hounds; what to liken him to I could not tell, nothing certainly that I have seen at all resembles him.”

Journals are a valuable tool in recreating the past. They are a primary resource we can use to gain insight into the life and times of the early day explorer.

 

Vocabulary: On Land and Sea with Captain Cook

• Terra Australis Incognita
• Flora
• Fauna
• Journaling
• Charted
• Inhabitants

 

Materials:

• Journals
• sketches/clip art
• Copies of maps
• pencils, sketching materials
• glue/glue sticks
• Selection of papersglue/glue sticks

Preparation:

• Students will investigate historical excerpts from expedition journals.
• Students may brainstorm ideas as to what effectively creates and describes an event/situation for their readers.
• Students will create a journal to record observations and ideas.

 

Procedure:

• With a partner, read excerpts from Captain Cook’s and Joseph Banks’ journals documenting their time at the Endeavour River, Australia.
• Discuss the (5) W’s of effective reporting and writing strategies (who, what, when, where, why, how)
• Create a ‘look’ to your journal by using sketches, clip art, copies of old/new maps, which create an interesting visual of what your journal may contain.
• Analyze the writing strategies used in historical diaries/journals to document an event. (note the difference in spellings from today’s usage)
• Pretend you are one of the individuals participating in the historical event of Captain Cook’s landing at the Endeavour River, i.e., sailor on the HMS Endeavour, scientific crew member sent to record newly discovered flora/fauna of recently discovered lands, Aboriginal tribe member encountering Cook’s landing party, etc.
• Create a journal entry describing your experiences. Supplement your journal with sketches or examples of items that help to create the experience you are describing.

 

Analyze and Conclude:

• What were the most interesting things that were observed/recorded in the historical journals that were studied?
• What were the big ideas that were relevant to the student?
• What skills does the student need to create journal entries that inform and entertain?
• Which of the student’s observations and comments would they most like to share as a learning tool for others?

 

Assessment Rubric:

Advanced proficient 4	Proficient 3	Partially proficient 2	Unsatisfactory 1
Vocabulary: many new words are used correctly	Several new words are used correctly	Few new words are used, but all are correct	Students are unsure of what the ocean floor looks like.
Descriptions: All descriptions are clear and show understanding of basic ideas	Most descriptions are clear and indicate a basic understanding of ideas	Some descriptions are clear, but lack details	Descriptions are vague and unclear in their representation of the material
Journal: Material is organized according to content area;graphics/sketches illustrate concepts	Most of the material is organized into content areas; additional graphics/sketches link concepts learned	Some of the material is organized into topics; few graphics to supplement ideas	Material is scattered throughout the journal, minimal use of graphics

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