block2vines.files.wordpress.com€¦ · Web viewSarah, Plain and Tall. A Third Grade Novel Study. Instructional Design Plan. Vines/434. Fall 2012. I. Purpose of the Unit. For my

Sarah, Plain and TallA Third Grade Novel Study

Instructional Design PlanVines/434Fall 2012

I. Purpose of the Unit

For my Instructional Design Plan, I chose to complete a unit on the novel Sarah, Plain

and Tall. The purpose of this unit is to complete a novel study, with cross curricular activities to

enhance student learning of early American life. After collaboration with my cooperating

teacher, we chose Sarah, Plain and Tall as the focus of my Instructional Design Plan. When

speaking with her, she told me students enjoy the novel and the topic allows for a variety of

integration activities throughout the unit. I chose to focus the novel on Social Studies, with

integration of other subjects.

The Sarah, Plain and Tall unit will focus on inquiry, hands-on activities, and discussions.

The lessons will be integrated throughout the Language Arts, Social Studies, and Science

curriculums. The unit will be integrated with 21st century learning skills that are necessary for

students as technology continues to advance. These skills are vital for students as they are

growing and entering into a technology driven world. The unit will address skills that students

will need to ensure future success. Some of these skills will include collaboration, responsibility,

creativity, and proficiency. During this unit, students will develop a greater understanding of

historical American life through Social Studies, Science, and Language Arts connections.

Common Core Objectives Horizontal Alignment Vertical Alignment 21st Century Skills

Lesson 1 Social Studies 3.G.1.4. Explain how ELA Reading Standard 3. (2nd grade) Common Core-

Essential Standard 3.G.1:Understand the earth’s patterns by using the 5 themes of geography.

the movement of goods, people and ideas impact the community.

3.G.1.1 Find absolute and relative locations of places within the local community and region.

Describe characters in a story (e.g., their traits,motivations, or feelings) and explain how theiractions contribute to the sequence of events.

Social Studies Essential Standard 2.G.1.2: Interpret the meaning of symbols and the location of physical and human features on a map.

(4th grade)Social Studies Essential Standard 4.G.1: Understand how human, environmental and technological factors affect the growth and development of North Carolina.

Geography, History, Creativity

Lesson 2 ELA Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1.Write opinion pieces on topics or texts, supporting a point of view with reasons.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.b. Provide reasons that support the opinion.c. Use linking words and phrases to connect opinion and reasons.d. Provide a concluding statement or section.

Social Studies Essential Standard 3.H.1.1: Explain key historical events that occurred in the local community and regions over time.

(2nd grade)Writing Standard 1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

(4th grade)Writing Standard 1:1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Common Core- Writing, History, Creativity, Critical Thinking, Social

Lesson 3 Social Studies Essential Standard 3.G.1: Understand the earth’s patterns by using the 5 themes of geography.

3.G.1.2 Compare the human and physical characteristics of places.

3.G.1.5 Summarize the elements that define regions.

3.G.1.6 Compare various regions according to their

Science Essential Standard 3.E.2: Compare the structures of Earth’s surface using models or three-dimensional diagrams.

ELA Reading Standard 9: Compare and contrast the themes, settings, andplots of stories written by the same author about

(2nd grade)Social Studies Essential Standard 2.G.1.2: Interpret the meaning of symbols and the location of physical and human features on a map.

(4th grade)Social Studies Essential Standard 4.G.1:

Common Core-Geography, Science, Arts, Creativity, Communication and Collaboration, Global Awareness

characteristics. the same or similar characters.

Understand how human, environmental and technological factors affect the growth and development of North Carolina.

Lesson 4Essential Standard: 3.L.2 Understand how plants survive in their environments.

3.L.2.2 Explain how environmental conditions determine how well plants survive and grow.

3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay, and humus) of soil determine the ability of soil to support the growth and survival of many plants.

Social Studies Essential Standard 3.G.1: Understand the earth’s patterns by using the 5 themes of geography.


3.G.1.6 Compare various regions according to their characteristics.

(2nd grade)Social Studies Essential Standard 2.G.1.2: Interpret the meaning of symbols and the location of physical and human features on a map.

(4th grade)Social Studies Essential Standard 4.G.1: Understand how human, environmental and technological factors affect the growth and development of North Carolina.

Common Core-Geography, Science

Lesson 5 Social Studies Essential Standard 3.H.1: Understand how events, individuals and ideas have influenced the history of local and regional communities.

3.H.1.1 Explain key historical events that occurred in the local community and regions over time.

ELA Language Standard 3: Ask and answer questions about information froma speaker, offering appropriate elaboration and detail.

(2nd grade)Social Studies Essential Standard 2.H.1: Understand how various sources provide information about the past.

(4th grade)Social Studies Essential Standard 4.H.1: Analyze the chronology of key historical events in North Carolina history.

Common Core-History, Initiative and Self-Direction, Social Skills, Communication

II. Student Background, Knowledge, and Experience

For my Block II Internship, I have been placed at Green Valley Elementary School in

Watauga County. I am completing my internship in Mrs. Austin’s third grade classroom. The

school is located in a rural area of Watauga County, right outside the town of Boone. Green

Valley Elementary School includes Pre-Kindergarten to Eighth grade. Green Valley is identified

as a Title One school, in which 63% of the students are eligible for free and reduced lunch. These

factors reflect the diversity in the classroom.

There are twenty-four students in the third grade classroom in which I am completing my

Instructional Design Plan. The class has fourteen girls and ten boys. As the third grade switches

between two classrooms throughout the school day, I interact with all third grade students. There

are a total of forty-two students in the third grade. The students are Caucasian, from a range of

socioeconomic status. According to the principal, Mr. Griffin, some students are from wealthy

homes and some have no indoor plumbing at home. The rural location of the school influences

this gap in socioeconomic status of the students. Recently, a Habitat for Humanity community

has been built in close proximity to the school, which will cause an increase in the number of

students in the near future.

The parent involvement is small in numbers, but large in effort and time provided by

those parents. There are three mothers who come into the classroom most mornings to assist in

any way possible. According to Mrs. Austin, most of the parents are willing to help when asked.

From planners with daily parent signatures to completed homework, it is evident parents care

about their children’s success in the classroom. Mr. Griffin also stated there are 96 students at

Green Valley who have at least one incarcerated parent. Many of these students have been taken

out of the home. The effect on these students is evident in the classroom.

One student has been labeled with Autism. He is sensitive to loud sounds and bright,

flashing lights. This will be considered during each lesson to ensure he does not become

distraught. Two students have been labeled as Exceptional Children. Both of them are pulled out

of the classroom for mathematics and reading instruction. One of them is also pulled out of the

classroom for speech, in which he works individually with the teacher. As my unit will be

completed during the Social Studies class time, this will not interfere with their pull out

instruction time, and will be considered in the choice of activities and modifications made

throughout each lesson.

To ensure I meet the needs of all learners in the classroom, I will present the material in a

variety of ways. To meet the academic needs of each student, I will provide a variety of learning

activities, which include kinesthetic activities, student based questioning, discussions, and

visuals. Each of the lessons can be modified to meet the needs of the students. To assess

students’ prior knowledge, I will ask questions to find students’ responses and then direct the

lesson from that point. This will direct me to necessary modifications for each lesson. Through

collaboration with Mrs. Austin and my own observations, I learned the usual assessment in the

classroom is kinesthetic and practical application through hands-on activities and problems

connected to the real world. For each of the lessons in my unit, I decided this type of assessment

was appropriate. Each of my lessons includes practical application, in which students explore the

material outside of the given novel and into real world application. This allows students to make

connections and better understand the material. This will be done through visual, written, and

observational assessments.

As students are on different instructional levels, this will be considered in each of the

lessons throughout the unit. With each lesson, I will make modifications for the low-performing

students and include possible extensions for the high-performing students. As I will be teaching

this unit during Social Studies, all students are together meaning there is no differentiation in

instructional level, which is opposite of the Mathematics and Reading classroom. I will consider

this in the delivery of instruction, completion of activities, and assessment throughout the unit.

Student Need Collaborator Nature of Collaboration

Gifted Student Gifted Teacher Discuss ideas of possible extensions to make lessons and

activities more challenging.Low-Performing Students EC Teacher As students are pulled out of the

classroom, the collaboration between activities and materials being used in the classroom are

discussed.

The unit I am teaching, Sarah, Plain and Tall, focuses on early American life. As the

novel study is built around the Social Studies curriculum, other subjects are integrated

throughout the unit. Prior to teaching my lessons, I must first know and understand the material

my students are familiar with and have learned in their previous school years. Students at this

time have studied geographic representations and various time periods in history, according to

the Common Core Essential Standards. Upon the completion of previous elementary grade

levels, students should have foundational knowledge of geography. In third grade, the focus is on

a more in depth understanding of the five themes of geography that include: location, place,

human-environment interaction, movement and regions. Students’ prior knowledge of early

American life is limited, but will be expanded through the lessons of this unit.

For this unit, students will explore early American life through a variety of learning tools.

Students will observe, analyze, and create throughout the unit. To meet the needs of every

student, I will include inquiry-based activities, kinesthetic learning, student based questioning,

worksheets, and group discussions. Prior to teaching the lessons, I reviewed my plans and

activities with Mrs. Austin who agreed with my choice in activities for our students. Considering

the diverse group of students, the activities are appropriate for all students in the classroom.

III. Essential Content Knowledge

Sarah, Plain and Tall was written by Patricia MacLachlan. The following is a brief summary of the novel.

In response to an advertisement, Sarah Wheaton travels from Maine to a mid-western farm to see whether she wants to settle down with a widower Jacob, and his two children, Anna and Caleb. The children and their father love Sarah, but Sarah misses being by the sea. Sarah learns to live on the farm, and decides she wants to learn to drive a wagon. One afternoon Sarah goes to town in the wagon, and the children fear she will never come back. Sarah returns to the farm, with pencils that bring the colors of the sea to the prairie. Sarah makes the decision to stay and become part of the family.

Lesson 1: “Moving West”

Social Studies Essential Standard 3.G.1: Understand the earth’s patterns by using the 5 themes of geography.3.G.1.4. Explain how the movement of goods, people and ideas impact the community.3.G.1.1 Find absolute and relative locations of places within the local community and region.

ELA Reading Standard 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Vocabulary: Oregon Trail, wagon, train, map, advertisement

-Westward expansion was during the time period between the 1840's to the 1890's. It was one of the greatest movements of people in history.

Oregon Trail was an important factor in this time, was a 2,000-mile east to west wagon trail that connected the Missouri River to Oregon. Many made the trek on the trail to find land and begin a new life.

Wagon is a four-wheeled, usually horse drown vehicle that is used for transportation of goods. Train is a series of railroad cars moved as a unit by a locomotive or by integral motors.

-The ways of travel during this time were by wagon and train. A picture of a wagon and train will be shown to provide students with a visual understanding of the transportation used during the time.

-Common items and supplies that were taken out West included: blankets, stakes, ropes, weapons, Dutch oven, kettle, skillet, teapot, ladle, matches, bandages, washbowl, lanterns, scissors, needles, thread, ax, hammer, hoe, plow, shovel. Many dry food products were taken along for the journey.

Maps are diagrammatic representations of an area of land or sea showing physical features.

-Students will locate the coast of Maine, the Prairie area (Kansas), and the Oregon Trail on a map. By providing a map, students will better understand where the novel takes place and the distance Sarah travels to be with the family. Students will recognize the distance between these two settings.

Advertisement is a public notice that may give information about something or a person is looking for something or wants to sell.

-Examples of appropriate advertisements can be shared to give students a greater understanding of advertisements. Students will need to know advertisements for a wife were common during this time period. With the expansion West, it was difficult to find a woman that was not already apart of a family. An advertisement was an easy, convenient way to let people know of your needs and wants.

Global Awareness: This lesson provides students with a glimpse into the Pioneer times. Students examine an important time in history of the country they live in. Students will understand the use of maps and the location in which Sarah, Plain and Tall takes place. Students will understand the use and importance of advertisements. Students will be able to use their knowledge of maps and advertisements throughout their lives.

Lesson 2: Letter Writing

ELA Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Social Studies Essential Standard 3.H.1.1: Explain key historical events that occurred in the local community and regions over time.

Vocabulary: letter writing, heading, greeting, body, signature

-At the start of the novel, Sarah responds to the advertisement by writing a letter to Jacob. Several letters are exchanged between Sarah, Jacob, and the children prior to Sarah arriving in the Prairie. It will be important to examine the way in which letters were written during these times.

-One would need to know how to write a letter, the different parts of a letter, and the importance of letters. A letter includes several parts: heading, greeting, body, and signature.

-Heading is the address of the recipient or date in which the letter is written. -Greeting is a simple start to the letter. -Body is the main part of the letter, in which sentences or paragraphs can be written. This is where the actual message of the letter is written. -Closing is an ending to the letter.-Signature is the name of the author/sender.

-A sample letter that is labeled with each part will be important to provide students with a visual understanding of the layout and format of a letter. After reading the first two chapters of the novel, the letters written throughout can be examined to see the format and language used during these times.

Global Awareness: As letters are a form of communication, it is important that students know and understand how to read and write letters. In this lesson, students write their own letters, which allows for creative writing.

Lesson 3: Environments: Maine vs. Prairie

Social Studies Essential Standard 3.G.1: Understand the earth’s patterns by using the 5 themes of geography.3.G.1.2 Compare the human and physical characteristics of places. 3.G.1.5 Summarize the elements that define regions. 3.G.1.6 Compare various regions according to their characteristics.


ELA Reading Standard 9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

Vocabulary: environment, Prairie, Maine

Environment is the surroundings or conditions in which a person, animal, or plant lives or operates.

Prairie is flat, rolling land where grass stretches across the land. Weather in the prairie is extreme, from hot summers to blizzards in the winter. The prairie is a part of the United States that extends across the central part of the country, which includes Oklahoma, Kansas, Nebraska, Illinois, South Dakota, and North Dakota. There are fields of grass that are used for farming.

Maine is a state located on the Northern East Coast of the United States. The Eastern seashore of Maine is the location of Sarah’s hometown before moving to the Prairie. The colors of the sea are described in the book as blue, gray, and green. The ocean is full of life, with salty air, and waves that crash against the shore. Along the shores are rock cliffs.

Similarities that exist between the environments include: plant life, animal life, and human life.

These locations will be found on a map and Google Earth so students can see the difference in these environments. Images of each will be shown for students to compare and contrast the environments.

When Sarah first arrives, she brings seashells from the coast of Maine for the children. These give readers a better sense of what Maine looks, smells, and sounds like.

These shells are presented in the novel: Moon snail – it is curled and smells like salt from the ocean. The seagulls that live on the

shore fly up high and carry moon snails in their beaks and then drop the shell below, where the shell opens. Then the birds eat what is inside of the shell.

Sea stone - the stone is smooth, white, and round because the water washes over and around it for a long time, wearing away the sharp ridges and edges.

Conch shell- when the shell is held up to one’s ear, one can hear the waves of the ocean. Scallop Sea clam

Oyster Razor clam

Global Awareness: Students examine different environments, which allows for comparison and contrast between the Prairie and East Coast. This lesson provides students with an opportunity to explore different environments. Students become more aware of an environment that may be different than their own.

Lesson 4: Soil: What is it?

Science Essential Standard: 3.L.2 Understand how plants survive in their environments.3.L.2.2 Explain how environmental conditions determine how well plants survive and grow.3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay, and humus) of soil determine the ability of soil to support the growth and survival of many plants.

Social Studies Essential Standard 3.G.1: Understand the earth’s patterns by using the 5 themes of geography.3.G.1.2 Compare the human and physical characteristics of places. 3.G.1.6 Compare various regions according to their characteristics.

Soil - a mixture of mineral particles mixed with living and non-living organic matter, water and air. It is the loose surface material of the Earth where plants grow.

The layers of soil:o Humus - made of rotting leaves, animal feces, decaying food: the best soil for plant

growth, rich and together, much darker in color, and it has the most moisture.o Topsoil – made of humus and mineral particles. o Eluviation – made of mostly sand and silt.o Subsoil – made of clay and mineral deposits.o Regolith – slightly broken up bedrock.o Bedrock – unweathered rock.

Sand, silt, and clay are the basic types of soil. o Sand – soil feels gritty, has lots of air space, and does not hold water well. o Silt - soil feels smooth, has some air, and holds water well. o Clay – soil feels sticky, does not have much air space, and does not have much room

for water.

Not all soils are alike—there are different soils in different places. o Humus-rich soil is dark, damp, and able to hold plenty of water, and also is plentiful in

nutrients. This allows the growth of a wide range of plants and supports different animals. o Sandy soil tends to be loose, dry, light brown, and drains water. Sandy soil is found in

drier areas. o Clay soil contains a high amount of minerals, which causes the soil to be dark red in

color. Clay soil also holds plenty of water and tends to be thick and heavy when wet. Certain kinds of plants, like certain species of grasses, sunflowers, and ironweed, can grow well in clay soil.

The type of soil influences the growth and survival of plants. Plants need rich soil to grow. Soil characteristics vary from region to region and can be described by five major factors that

contribute to its composition: climate, organisms, relief, parent material, and time. Soil composition and particle size depend on the materials (rocks, plants, minerals) and

processes (surf, wind, moisture) in the area, as well as the age of the soil. Different amounts of water, or moisture levels, exist in soil depending on amount and

regularity of rainfall and precipitation and rates of filtration through the soil. Different plants require different amounts of water and have adapted different root systems.

Sun, rainfall, weather conditions are factors on the growth of plants.

As the novel, Sarah, Plain and Tall, is set in the Prairie with mention of the Maine seashore, we will focus on these environments.

In the Prairie, the fertile soil is held in place by the root systems of the plants that grow in it. When these plants die, they decay. This adds organic matter and nutrients that plants need to the soil. There are many species of grass, which can grow to be very tall. Throughout the grasses there are many types of wildflowers: Indian paintbrush, blue-eyed grass, clover, prairie violets, wild roses, and bride’s bonnet. The fertile soil allows for a variety of crops to grow, which are planted and then harvested.

In Maine, the soil allows for the growth of certain plants. There are sand dunes grasses across the seashore. The plants that grow are seaside goldenrod, wild asters, woolly ragort, dahlias, columbine, and nasturtiums. There are pine and spruce trees that span the rocky cliff shores.

Global Awareness: Students examine life present in different environments, which allows for comparison and contrast between the Prairie and East Coast life. This lesson provides students with an opportunity to explore plant and animal life in an environment different than their own. Students will become aware of the world beyond their own community.

Lesson 5: Conclusion: Sarah, Plain and Tall

Social Studies Essential Standard 3.H.1: Understand how events, individuals and ideas have influenced the history of local and regional communities.

3.H.1.1 Explain key historical events that occurred in the local community and regions over time.ELA Language Standard 3: Ask and answer questions about information froma speaker, offering appropriate elaboration and detail.

Vocabulary: prediction, epilogue

Prior to reading the last chapter the novel, students will make a prediction whether Sarah decides to stay or leave the Prairie. A prediction is to state, tell about, or make known of something in advance. Using their knowledge, context clues, and own beliefs students will write their own prediction of what will happen in the novel.

At the end of the novel, there is an epilogue, which is a section at the end of a book that serves as a comment or conclusion to the novel. Here we find that Sarah returns to the Prairie and there

will soon be a wedding. An important point that can be made after reading the novel is to look at the comparisons Sarah made between the two environments (sea and prairie). The grass of the prairie moves back and forth in the wind like the waves of the sea. After the hailstorm, the hail on the ground looked like the sparkle of the sea. Sliding down the haystack was much like the sand dunes. These comparisons helped Sarah to hold onto her love of the sea while creating a new life in the prairie.

Global Awareness: Students form their own predictions through their own opinion, context clues, and gained knowledge throughout the novel. Students formulate sensible predictions through critical thinking. Students develop their own opinion with evidence and reasoning.

IV. Plan for Assessment of Student Learning

Lesson 1

Common Core objectives: Students will be assessed on their understanding of objectives 3.G.1.1 and 3.G.1.4 of the

Social Studies Essential Standard 3.G.1 for third grade. The standard states students will understand the earth’s patterns by using the 5 themes of geography. Objective 3.G.1.1 states: Find absolute and relative locations of places within the local community and region. Objective 3.G.1.4 states: Explain how the movement of goods, people and ideas impact the community.

Assessments to be used: As the focus of this lesson is the move of Pioneers out West, students will learn the ways

in which people traveled, common items brought along, and the route used to travel. During the lesson, students will track the Oregon Trail that Sarah would have used to go from Maine to the Prairie. After discussion of maps and the trail, students will draw the route on a map, which will act as a formative assessment of students’ understanding of maps and the movement across the country. As a summative assessment, students will create their own “trunk”, in which they will include items they would take on the journey West. Students may list, draw, or clip these items from a magazine.

Prior Assessment Data:Prior to the introduction of the novel, Sarah, Plain and Tall, students will have been

introduced to the Pioneer life. The focus will have been on Colonial and Pioneer life in the Eastern United States. As this will be the first lesson of the Sarah, Plain and Tall novel study, we will complete a KWL chart together as a class. From hearing the students’ responses and questions, I will be able to guide my instruction throughout the unit.

Objectives Pre-Assessment Formative Assessment Summative Assessment


KWL Chart-A chart that lists what students know, want to know,

and what students learn throughout the unit.

Students will map the route that would have been used

to travel from the East Coast to the Prairie.

Students will create their own “trunk”, which will include

items they would take on their journey West.

3.G.1.1 Find absolute and relative locations of places within the local community and region.

3.G.1.4. Explain how the movement of goods, people and ideas impact the community.

Students will participate in discussion throughout the

lesson.

Making A "Trunk" to travel West

Teacher Name: Ms. Chappell

Student Name: ________________________________________

CATEGORY 4 3 2 1

Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Graphics - Relevance All graphics are related to the topic and make it easier to understand.

All graphics are related to the topic and most make it easier to understand.

Most graphics relate to the topic.

Graphics do not relate to the topic.

Content - Accuracy At least 10 accurate items are included.

7-9 accurate items are included.


Less than 4 accurate items are included.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Lesson 2

Common Core objectives:Students will be assessed on their understanding of the ELA Writing Standard 1for third

grade. The standard states students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Assessments to be used:As the focus of this lesson is letter writing, students will learn the format and correct way

to write a letter. During the lesson, students will examine the letters that were written in the novel. Students will be introduced to the format of a letter, which will include the parts of a letter and ways to write. As students examine sample letters, they will label each part and describe the format of the letter. This will act as a formative assessment. As a summative assessment, students will write their own letter, from the perspective of a character in Sarah, Plain and Tall.

Prior Assessment Data:Students will have seen the letters that were written in the novel, which will provide

students with an idea of a letter. Students will be asked for examples of where they have seen letters and the use of letters. When discussing the format of letters, students will be asked to name or describe these parts.

Objectives Pre Assessment Formative Assessment Summative Assessment

ELA Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Students will be asked to provide examples of where they have seen letters and the use of

letters.

Students will label the parts of a sample letter and then describe the format of the

letter.

Students will write their own letter, from the perspective of a

character in the novel.

Letter-Writing: Sarah, Plain and Tall


Student Name: ________________________________________

CATEGORY 4 3 2 1

Format Complies with all the requirements for a friendly letter.

Complies with almost all the requirements for a friendly letter.

Complies with several of the requirements for a friendly letter.

Complies with less than 75% of the requirements for a friendly letter.

Ideas Ideas were expressed Ideas were expressed in Ideas were somewhat The letter seemed to be

in a clear and organized fashion. It was easy to figure out what the letter was about.

a pretty clear manner, but the organization could have been better.

organized, but were not very clear. It took more than one reading to figure out what the letter was about.

a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

Sentences & Paragraphs

Sentences and paragraphs are complete, well-constructed and of varied structure.

All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.

Most sentences are complete and well-constructed. Paragraphing needs some work.

Many sentence fragments or run-on sentences OR paragraphing needs lots of work.

Grammar & spelling (conventions)

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling

Writer makes more than 4 errors in grammar and/or spelling.

Lesson 3

Common Core objectives:Students will be assessed on their understanding of objectives 3.G.1.2, 3.G.1.5, and

3.G.1.6 of the Social Studies Essential Standard 3.G.1 for third grade. The standard states students will understand the earth’s patterns by using the 5 themes of geography. Objective 3.G.1.2 states: Compare the human and physical characteristics of places. Objective 3.G.1.5 states: Summarize the elements that define regions. Objective 3.G.1.6 states: Compare various regions according to their characteristics. Students will be assessed on their understanding of the ELA Reading Standard 9 states: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

Assessments to be used:As the focus of this lesson is the difference in the Maine environment and the Prairie

environment, students will discover the similarities and differences between the two environments. As a formative assessment, students will take part in a Smartboard activity, in which student must decide which environment a given image belongs. As a summative assessment, students will complete a Venn diagram comparing the two environments.

Prior Assessment Data:At the beginning of the lesson, students will be asked if they have ever been to Maine, or

the ocean, and the Prairie, or Midwestern part of the United States. If students have been to either of these environments, ask them to share a description of the environment.




3.G.1.5 Summarize the elements that define regions.



Students will be asked to describe their own

experiences or background knowledge of these environments.

Students will take part in a Smartboard activity, in

which student must decide which

environment a given image belongs.

Students will complete a Venn diagram to compare

and contrast the two environments (Maine seashore and Prairie).

Venn Diagram


Student Name: ________________________________________

CATEGORY 4 3 2 1

Participation Used time well in class and focused attention on the assignment.

Used time pretty well. Stayed focused on the assignment most of the time.

Did the assignment but did not appear very interested. Focus was lost on several occasions.

Participation was minimal OR student was hostile about participating.

Understanding Student shows understanding of concept through participation and completion of Venn Diagram.

Student shows some understanding of concept through participation and completion of Venn Diagram.

Student shows very little understanding of concept, little participation and does not fully complete Venn Diagram.

Student shows no understanding of concept, no participation, and does not complete the Venn Diagram.

Completion Student fully completed the Venn Diagram, with supporting and accurate examples.

Student completed the Venn Diagram, with some examples.

Student completed the Venn Diagram, but did not include supporting examples OR did not accurately complete the Venn Diagram.

Student did not complete the Venn Diagram.

Lesson 4

Common Core objectives:Students will be assessed on their understanding of objectives 3.L.2.2 and 3.L.2.4 of the

Science Essential Standard 3.L.1. The standard states students will understand how plants survive in their environments. Objective 3.L.2.2 states: Explain how environmental conditions determine how well plants survive and grow. Objective 3.L.2.4 states: Explain how the basic properties (texture and capacity to hold water) and components (sand, clay, and humus) of soil determine the ability of soil to support the growth and survival of many plants.

Students will also be assessed on their understanding of objectives 3.G.1.2 and 3.G.1.6 of the Social Studies Essential Standard 3.G.1. The standard states students will understand the earth’s patterns by using the 5 themes of geography. Objective 3.G.1.2 states: Compare the human and physical characteristics of places. Objective 3.G.1.6 states: Compare various regions according to their characteristics.

Assessments to be used:Students will take part in a soil observation, in which students will examine three

different types of soils. From their observations, students will participate in class discussions, which will act as a formative assessment. After an introduction and explanation of the three different types of soil, the jar demonstration will be done. As each jar is shown, students will predict which type of soil they believe each to be. This will also act as a formative assessment. As we are focusing on the novel, Sarah, Plain and Tall, students will make predictions of the type of soil present in each environment. This will also act as a formative assessment, as students must consider the type of environment and plants that are present in each environment. As a summative assessment, students will describe the soil from the school playground using the knowledge they have gained throughout the lesson.

Prior Assessment Data:Students will observe a soil sample from the schoolyard. We will use our findings to

discuss and then create a definition of soil. This will show students knowledge of soil and will better guide instruction.


Science Essential Standard: 3.L.2 Understand how plants survive in their environments.

3.L.2.2 Explain how environmental conditions determine how well plants survive and grow.

3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay, and

Students will observe a soil sample from the schoolyard. We will use our findings to

discuss and then create a definition of soil.

Students will take part in a soil observation, in which

students will examine three different types of soils.

Students will predict which type of soil they believe to

be in each jar.

Students will make predictions of the type of

soil present in each

Using their observations and knowledge of soil, students

will decide which type of soil they believe is at the school

playground.

humus) of soil determine the ability of soil to support the growth and survival of many plants.




environment.

Soil Observation


Student Name: ________________________________________

CATEGORY 4 3 2 1





Understanding Student shows understanding of concept through detailed observation and completion of chart.

Student shows some understanding of concept through observation and completion of chart.

Student shows very little understanding of concept in minimal observation and full completion of chart.

Student shows no understanding of concept in lack of observation and completion of chart.

Completion Student completed the research and clearly developed a decision, using their gained knowledge, observation, and examples.

Student completed the research and developed a decision, using some support.

Student completed the research and somewhat developed a decision, but did not use support or gained knowledge.

Student did not complete the research or did not develop a decision.

Lesson 5

Common Core objectives:The students will be assessed on their understanding of objective 3.H.1.1 of the Social

Studies Essential Standard 3.H.1. The standard states students will understand how events, individuals and ideas have influenced the history of local and regional communities. Objective 3.H.1.1 states: Explain key historical events that occurred in the local community and regions over time.

Assessment to be used:Before reading the epilogue of the novel, students will make their own prediction of

whether Sarah will stay in the Prairie or return to Maine. This will act as a formative assessment. We will read the epilogue and then compare their predictions with the actual ending of the novel. After completing the novel, students will be asked to think of comparisons that Sarah made between the two environments. We will then discuss these examples. The KWL chart we began at the start of the novel will be completed by filling out the “What we learned” column. These activities will act as the summative assessment of the novel.

Prior Assessment Data: Students will discuss the life of Sarah in the Prairie versus her life in Maine. The

discussion will include examples of what her life was like in Maine, and how her life is different in the Prairie.


Social Studies Essential Standard 3.H.1: Understand how events, individuals and ideas have influenced the history of local and regional communities.

3.H.1.1 Explain key historical events that occurred in the local community and regions over time.

A discussion of the similarities and

differences between Sarah’s life in Maine

and the Prairie will take place, with examples

and descriptions.

Students will make their prediction as to whether

Sarah will stay in the Prairie or return to Maine.

A discussion of the comparisons made between the two

environments will take place. As a class, we will complete the “What we learned” column of

the KWL chart.

Conclusion: Sarah, Plain and Tall


Student Name: ________________________________________

CATEGORY 4 3 2 1





Understanding Student shows understanding of concept through participation and clear, supportive prediction.

Student shows some understanding of concept through some participation and somewhat supportive prediction.

Student shows very little understanding of concept through little participation and no support is present in prediction.

Student shows no understanding of concept through no participation and does not create a prediction.

Completion Student creates his or her own prediction with clear and supporting evidence from the novel.

Student creates his or her own prediction with some evidence from the novel.

Student creates his or her own prediction with no supporting evidence from the novel.

Student did not create his or her own prediction.

V. Lesson PlansLesson 1: “Moving West”

Grade: 3rd grade Expansion West, Introduction to Sarah, Plain and Tall

Time: One hour Common Core: Social Studies Essential StandardsEnglish Language Arts Standards

Text: Sarah, Plain and Tall

Learning Goals and Objectives:

Common Core Social Studies Essential Standards and English Language Arts Standards


3.G.1.4. Explain how the movement of goods, people and ideas impact the community.3.G.1.1 Find absolute and relative locations of places within the local community and region.

ELA Reading Standard 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Assessments: As this will be the first lesson of the Sarah, Plain and Tall novel study, we will complete

a KWL chart together as a class. From hearing the student’s responses and questions, I will be able to guide my instruction throughout the unit. After discussion of maps and the Oregon trail, students will draw the route on a map, which will act as a formative assessment of students understanding of maps and the movement across the country. As a summative assessment, students will create their own “trunk”, in which they will include items they would take on journey West. Students may list, draw, or clip these items from a magazine.

21st Century Skills:Common Core Geography and HistoryLearning and Innovation Skills: Creativity, Communication and Collaboration

Bloom’s Taxonomy:Understanding, Applying, Creating

Diversity of Learning Environment:

Diverse Learner Learning EnvironmentGifted Student This activity allows for enrichment and creativity for

this type of learner.Low Performing Student The kinesthetic, visual, and auditory parts of this lesson

meet all types of learning styles. The hands on activities allow for all students to participate.

Adaptations/Modifications:A modification for this lesson would be to incorporate greater use of technology. The

Smartboard can be used in addition to the items, to provide students with greater understanding and visual of the items that were taken on the journey West. Students will benefit, as they are able to see a wider range of examples and interact with the Smartboard technology. When creating the “trunk”, if students are not able to draw or feel as if they cannot draw neatly, students can clip magazine images or simply create a list of these items. This gives students a choice in their own assessment.

Grouping Students will work individually at their desks. Discussion will take place with students raising their hands to participate. Together as a class, we will complete the KWL chart. The map and movement will take place during discussion, but will be completed individually. The “trunk” activity will be completed individually, but discussion between students may take place throughout the activity.

Proactive Strategies The classroom will be set up with students sitting at their desks. Prior to discussion, students will be reminded of manners and to raise their hand to participate in the discussion. With each activity, students will be given directions and examples to ensure better understanding.

Rewards and Incentives We will participate in the same reward system my cooperating teacher takes part in, which is a part of the positive behavior initiative system. If the class is showing good behavior, following directions, and staying on task, I will reward the class with a smile. Each smile is equivalent to five minutes of reward time on Friday. Throughout the lesson, if a student is behaving well, they may visit the treat bowl or earn a star on their card.

Consequences If the class is misbehaving or off task, the smile can be taken away. If a student is misbehaving or off task, they will be asked to move their pin on the color wheel.

Resources, Materials, and Preparation for Instruction:Sarah, Plain and TallKWL chartUnited States map (blank with states outlined, one copy for student)Trunk (one copy for student)Images of the Oregon Trail, wagon, and train“Trunk” items: socks, Bible, candle, dry food products, toolsExamples of advertisements

Launch Prior to the lesson, we will complete a KWL chart together as a class that will be used

throughout the unit. As we will begin the novel Sarah, Plain and Tall, the KWL chart will reflect student’s knowledge of Pioneer life and the expansion West. From hearing the student’s responses and questions, this will guide my instruction throughout the unit.

ExploreTo start the lesson, a video will be shown that introduces westward expansion in the

United States. The link to the video is: http://www.youtube.com/watch?v=FfoQBTPY7gk. It is a Schoolhouse Rock video that provides students with necessary background knowledge to better understand this time period in history.

http://www.youtube.com/watch?v=FfoQBTPY7gk

After watching the video, ask several questions to spark a discussion of Westward expansion and the Oregon Trail. As the questions are posed, use student’s answers to springboard into the content of the lesson.

What significant events were shown in the video? o Westward expansion was during the time period of time between the 1840's to

the 1890's. It was one of the greatest movements of people in history. o Oregon Trail was an important factor in this time, was a 2,000-mile east to

west wagon trail that connected the Missouri River to Oregon. Many made the trek on the trail to find land and begin a new life.

Have you ever heard of any of the terms mentioned in the video? What did you notice about the people in the video? Their clothes?

o The people looked like Pioneers. They were dressed in colonial clothing. What types of transportation were present in the video?

o Wagon is a four-wheeled, usually horse drown vehicle that is used for transportation of goods.

o Train is a series of railroad cars moved as a unit by a locomotive or by integral motors.

o Be sure to show a picture of a wagon and train to provide students with a visual understanding of the transportation used during the time.

What types of items would have been taken on the journey West?o Socks, Bible, candles, tools, dry food products

We will begin the novel Sarah, Plain and Tall. We will read the first chapter together as a class. After reading the first chapter, we will then discuss what we have learned. This will lead into another discussion.

Vocabulary: (address vocabulary words while reading)hearthstones (pg. 3) - a flat stone forming a hearth or part of a hearthhomely (pg. 5) – not pretty or handsomefeisty (pg. 7) - having or showing energy and strong determinationadvertisement (pg. 8) – a public notice that is published or broadcastinsult (pg. 9) – speak or treat with disrespect

As we begin the novel, Sarah, Plain and Tall, students will learn there are two environments present in the novel, the coast of Maine and the Prairie area (Kansas). To better understand the location of the novel, students will map the route Sarah would have traveled to be with the family. This will provide students with the understanding of the distance and journey people made to move west.

Students will be given a map of the United States. Together we will locate Maine and then the Prairie area (Kansas). Referring to the Oregon Trail, students will map the route Sarah would have traveled.

Make sure to point out these states on the maps. Provide an example for students to see and better understand.

When drawing a route, students may use a line, railroad tracks, or create a trail, as long as it shows the Oregon Trail.

As Jacob posts an advertisement for a wife, Sarah responds to the ad, which leads to her travel to the Prairie.

Ask students what an advertisement is. Advertisement is a public notice that may give information about something or a

person is looking for something or wants to sell. Examples of appropriate advertisements can be shared to give students a greater

understanding of advertisements. Students will need to know advertisements for a wife were common during this time period. With the expansion West, it was difficult to find a woman that was not already apart of a family. An advertisement was an easy, convenient way to let people know of your need and wants.

SummarizeUsing the information from discussion and the novel, students will create their own

“trunk”, which will include items they would have brought on their journey west. Students will be given a “trunk” that has been drawn. Ensure students understand they must include at least 10 items. Students may choose to draw their items in the trunk, but they need to be listed to ensure we know what item is in their “trunk.” After students have created their “trunks”, we will share them as class.

KWL Chart

K(What we know)

W(What we want to know)

L(What we learned)

Making A "Trunk" to travel West


Student Name: ________________________________________

CATEGORY 4 3 2 1

Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Graphics - Relevance All graphics are related to the topic and make it easier to understand.

All graphics are related to the topic and most make it easier to understand.

Most graphics relate to the topic.

Graphics do not relate to the topic.

Content - Accuracy At least 10 accurate items are included.



Less than 4 accurate items are included.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

SourcesAustin, A (2012). Personal Interview. October 2012.

Denega, D (2004). Sarah, Plain and Tall. Scholastic Bookfile. Scholastic, Inc. New York, NY.

Google Images. Retrieved October, 2012 from www.google.com

RubiStar. RubiStar Home. Retrieved October, 2012 from http://rubistar.4teachers.org/.

MacLachlan, P (1985). Sarah, Plain and Tall. Scholastic Inc. New York, NY.

School House Rock. http://www.youtube.com/watch?v=FfoQBTPY7gk

http://www.youtube.com/watch?v=FfoQBTPY7gk

http://rubistar.4teachers.org/

Lesson 2: “Letter Writing”

Grade: 3rd grade Letter Writing

Time: One hour Common Core: English Language Arts StandardsSocial Studies Essential Standards



Common Core English Language Arts Standards and Social Studies Essential Standards ELA Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence. Social Studies Essential Standard 3.H.1.1: Explain key historical events that occurred in the local

community and regions over time.

Assessments: Students will have seen the letters written in the novel, which will provide students with

an idea of a letter. Students will be asked for examples of where they have seen letters and what is the use of letters. As the focus of this lesson is letter writing, students will learn the format and correct way to write a letter. During the lesson, students will examine the letters that were written in the novel. Students will be introduced to the format of a letter, which will include the parts of a letter and ways to write. As students examine sample letters, they will label each part and describe the format of the letter. This will act as a formative assessment. As a summative assessment, students will write their own letter, from the perspective of a character in Sarah, Plain and Tall.

21st Century Skills:Common Core Writing and History

Learning and Innovation Skills: Creativity and Innovation, Critical Thinking, Communication and CollaborationLife and Career Skills: Social and Cross-Cultural Skills

Bloom’s Taxonomy:Understanding, Applying, Evaluating, Creating


Diverse Learner Learning EnvironmentGifted Student This activity allows for enrichment and creativity for this type of

learner. Low Performing Student This activity allows for creative writing, in which all students can

participate. The examples provided in class and in the novel can be used as a guide for the student. The letter may be dictated to another, as the student has great difficulty with writing.

Adaptations/Modifications:Students, who may have difficulty writing, may choose to type their letter on the

computer. This will only be made available for students who need this modification, as part of the lesson is the experience of hand writing letters. A modification for this lesson would be to incorporate greater use of technology. The Smartboard can be used in addition to the document camera, to project sample letters.

Grouping Students will work individually at their desks. Discussion will take place with students raising their hands to participate.




Resources, Materials, and Preparation for Instruction:Sarah, Plain and TallExample of a letter (one per student)Example of the format of a letter Highlighters (4 different colors)Paper

Launch As a class, we will read the second chapter of Sarah, Plain and Tall. After reading the

chapter, we will begin a class discussion about the different letters seen throughout the chapter.

Vocabulary: pesky (pg. 12) – troublesome, difficultpitchfork (pg. 14) – a large, long-handled fork with sharp, widely spaced prongs bonnet (pg. 15) – a hat of cloth that is held in place by ribbons tied under the chin

Ask students what we use letters for.Responses may include: communication, interest, pen pals, pay bills, celebrations,

advocate, pose questions, appreciation, invitations, and to learn about others.

ExploreAs a part of the exploration, students will examine the letters written throughout the

novel. Students will make note of the format, topics, and details of each letter.

After students have explored the letters in the novel, we will examine an example letter together as a class.

Ask students to describe the different parts of the letter.

Ask students to describe the information and topics present in the letter. Ask students to describe the language used during these times.

Introduce the format of a letter to students. Provide each student with an example of the letter and highlighter. As each part of the letter is described, have students highlight each part with a different color.

A letter includes several parts: heading, greeting, body, and signature. -Heading is the address of the recipient or date in which the letter is written. -Greeting is a simple start to the letter. -Body is the main part of the letter, in which sentences or paragraphs can be written. This is where the actual message of the letter is written. -Closing is an ending to the letter.-Signature is the name of the author/sender.

Ensure students know and understand there are a variety of different expressions that can be used for each part of a letter. Ask students if they know of other examples. Listed below are several.

Greeting: Dear, Hello, the receiver’s name Closing: Sincerely, Yours truly, All my loveP.S.: post-signature

SummarizeStudents will write their own letters, using the letter format learned. Students may choose

to write from the perspective of any character in the novel, Sarah, Plain and Tall. Explain to students they must use the format. Encourage students to write in the language used during these times. Students will be given paper to write their letters on. While students are writing, encourage them to refer back to the example to guide them as they write. After students have written their letters, students may volunteer to share their letters with the class.

March 1885

Dear Mr. Jacob Witting,

I am Sarah Wheaton from Maine as you will see from

my letter. I am answering your advertisement.

I have never been married, though I have been asked. I have

lived with an older brother, William, who is about to be

married. His wife-to-be is young and energetic.

I have always loved to live by the sea, but at this time

I feel a move is necessary. And the truth is, the sea is as far

east as I can go. My choice, as you can see, is limited. This

should not be taken as an insult. I am strong and I work hard

and I am willing to travel. But I am not mild mannered. If

you should still care to write, I would be interested in your

children and about where you live. And you.

Very truly yours,

Sarah Elisabeth Wheaton

P.S. Do you have opinions on cats? I have one.

Letter-Writing: Sarah, Plain and Tall


Student Name: ________________________________________

CATEGORY 4 3 2 1

Format Complies with all the requirements for a friendly letter.

Complies with almost all the requirements for a friendly letter.

Complies with several of the requirements for a friendly letter.

Complies with less than 75% of the requirements for a friendly letter.

Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

Sentences & Paragraphs

Sentences and paragraphs are complete, well-constructed and of varied structure.

All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.

Most sentences are complete and well-constructed. Paragraphing needs some work.

Many sentence fragments or run-on sentences OR paragraphing needs lots of work.

Grammar & spelling (conventions)

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling

Writer makes more than 4 errors in grammar and/or spelling.

Sources

Austin, A (2012). Personal Interview. October 2012.




Lesson 3: “Environments: Maine vs. Prairie”


Grade: 3rd grade Environments: Maine and the Prairie

Time: One hour Common Core: Social Studies Essential StandardsScience Essential StandardsEnglish Language Arts Standards



Common Core Social Studies Essential Standards and English Language Arts Standards


3.G.1.2 Compare the human and physical characteristics of places. 3.G.1.5 Summarize the elements that define regions. 3.G.1.6 Compare various regions according to their characteristics.



Assessments: At the beginning of the lesson, students will be asked if they have ever been to Maine, or

the ocean, and the Prairie, or Midwestern part of the United States. If students have been to either of these environments, ask them to share a description of the environment. As the focus of this lesson is the difference in the Maine environment and the Prairie environment, students will discover the similarities and differences between the two environments. As a formative assessment, students will take part in a Smartboard activity, in which student must decide which environment a given image belongs. As a summative assessment, students will complete a Venn diagram comparing the two environments.

21st Century Skills:Common Core Geography, Science and ArtsLearning and Innovation Skills: Creativity, Communication and CollaborationGlobal Awareness

Blooms Taxonomy:Understanding, Applying, Analyzing


Diverse Learner Learning EnvironmentGifted Student This activity allows for in depth expansion, as the two environments

have many differences. As we are focused on the differences that are present in the novel, gifted students may explore beyond the descriptions in the novel to find more facts through research.

Low Performing Student The kinesthetic, visual, and auditory parts of this lesson meet all types of learning styles. Students are able to work with their peers. The required number of facts may be adjusted to meet the needs of the student.

Adaptations/Modifications:A modification for this lesson would be to incorporate greater use of technology. The

Smartboard can be used in addition to the items, to provide students with greater understanding and visual of the items in each environment. Students, who may have difficulty writing, may choose to type the content of their Venn diagram on the computer, or may choose to draw their items on the diagram.

Grouping Students will take part in class discussion. Students will work with a partner or in a group for the activity. Students will complete the Venn Diagram individually or with a partner.

Proactive Strategies The classroom will be set up with students sitting on the carpet and at their desks. Prior to discussion, students will be reminded of manners and to raise their hand to participate in the discussion. With each activity, students will be given directions and examples to ensure better understanding.



Resources, Materials, and Preparation for Instruction:Sarah, Plain and TallVenn Diagram (one copy per student)Google EarthComputer/Smartboard – Internet accessSmartboard “vortex” activitySeashells

Launch Ask students if they have ever been to Maine, or the ocean, and the Prairie, or

Midwestern part of the United States. If students have been to either of these environments, ask them to share a description of the environment.

ExploreWe will read the third and fourth chapter of the novel Sarah, Plain and Tall. As we are

reading, students may volunteer to read if they would like.

Vocabulary:windmill (pg. 18) – a machine worked by wind turning sails at the top of a towerclattered (pg. 19) – to make or cause to make a rattling sound

Prior to the lesson, a Smartboard activity will be created. Images of each environment (Maine and the Prairie) will be found and incorporated into the activity. In the “vortex” activity, images from each environment will be displayed on the board, in which students will pick one and then drop it into the correct vortex; either Maine or the Prairie vortex, depending on which environment the image belongs. Students will make a guess using their knowledge of the environments from the novel. Ensure there is an image for all students to participate in the activity. Also, ensure students understand this is a fun activity, and it is fine if their guess is not correct. As each student makes their guess, discuss what the image is and which environment it belongs.

After completing the sorting activity, examine the physical environment of each (Maine and the Prairie). These locations can be found on a map and Google Earth so students can see the difference in these environments and their locations.

Look up each environment (Maine and the Prairie) on the Weather Channel website. This will allow students to see the difference in the temperature in these environments.

Guiding questions: What do you notice that is similar between these two environments? What differences do you notice?

When Sarah first arrives, she brings seashells from the coast of Maine for the children. These give readers a better sense of what Maine looks, smells, and sounds like. To better examine these seashells, students will be divided into groups. Each group will be given a real seashell (listed below). Ask students to come up with at least three adjectives to describe the shell. Students will be given three minutes to develop these adjectives. After students have developed their adjectives, each group will share with the class. As each shell is presented, give students the actual name of the shell, so students will have reference when reading the novel.

Moon snail – it is curled and smells like salt from the ocean. The seagulls that live on the shore fly up high and carry moon snails in their beaks and then drop the shell below, where the shell opens. Then the birds eat what is inside of the shell.

Sea stone - the stone is smooth, white, and round because the water washes over and around it for a long time, wearing away the sharp ridges and edges.

Conch shell- when the shell is held up to one’s ear, one can hear the waves of the ocean. Sea clam Oyster Razor clam

Summarize

Students will complete a Venn Diagram comparing the two environments. Referring back to the chapters read at the start of the lesson, and the class discussion, students will find details for each environment to fill the Venn Diagram. Students should include examples of plant and animal life, the weather, and the physical environment of each.

Venn Diagram


Student Name: ________________________________________

CATEGORY 4 3 2 1





Understanding Student shows understanding of concept through participation and completion of Venn Diagram.

Student shows some understanding of concept through participation and completion of Venn Diagram.

Student shows very little understanding of concept, little participation and does not fully complete Venn Diagram.

Student shows no understanding of concept, no participation, and does not complete the Venn Diagram.

Completion Student fully completed the Venn Diagram, with supporting and accurate examples.

Student completed the Venn Diagram, with some examples.

Student completed the Venn Diagram, but did not include supporting examples OR did not accurately complete the Venn Diagram.

Student did not complete the Venn Diagram.

Sources







http://www.google.com/

Lesson 4: “Soil: What is it?”

1. Title. “Soil: What is it?”

2. Overview and Statement of Purpose.

A, The purpose of this lesson is for students to understand and recognize the basic properties and components of soil to determine the ability of soil to support the growth and survival of plants. Students will understand the effect of environmental conditions on the survival and growth of plants. Students will recognize the difference in plant and animal life that are present in the Maine seashore and Prairie environments.

B. This lesson connects to the real world, as students will research using the Internet. Students will recognize the difference in an environment that differs from their own. As students come across plants and soil everyday, they will better understand the growth and survival of plants in their own environment.

3. Grade Level and Objectives.

A. The third grade objectives present in this lesson include:

Essential Standard: 3.L.2 Understand how plants survive in their environments.

Objective 3.L.2.2 Explain how environmental conditions determine how well plants survive and grow.

Objective: 3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay, and humus) of soil determine the ability of soil to support the growth and survival of many plants.

B. This objective will be met, as students will examine the difference in the types of soils that are present in each environment. Students will then find plants that live in each environment. Students will recognize and understand the importance of soil composition and environmental conditions in the survival of plants in each environment.

4. 21st Century Skills.

A. The 21st Century Skills present in this lesson are Common Core Science and Geography, and Global Awareness.

B. The Common Core subjects will be met as the lesson targets specific objectives of both Science and Geography standards. Students are made aware of the world beyond their own surroundings through research and examination of soil in different environments.

5. Curricular Integration.

As this lesson is a part of a novel study of Sarah, Plain and Tall, there are a variety of curricular activities being integrated throughout the unit.

A. First Activity:

i. What is an additional curricular integration activity (from language arts, social studies, health etc.) you could use with your lesson plan?

As the lesson focuses on different types of soil, the location and presence of each soil could be integrated into the lesson. As Sarah, Plain and Tall

takes place in two different environments, the Maine seashore and the Prairie, these two environments can be addressed. In each of these environments, the plant life differs. Students could find examples of plant life throughout the novel and then research these plants to learn more about the life and care of them. Students could research the plants using the Internet, books, or the actual plants.

ii. How would you integrate this activity?

To integrate this activity, I would introduce it after the explanation of the different types of soils. Students would then decide which type of soil is present in each environment of Sarah, Plain and Tall. Then, find examples of each and research them using the mobile computer lab. This could lead into the expansion, as students would then learn how the presence of water affects the soil.

iii. Which competency goal from your same grade does this activity address?

Social Studies Essential Standard 3.G.1: Understand the earth’s patterns by using the 5 themes of geography. 3.G.1.2 Compare the human and physical characteristics of places. 3.G.1.6 Compare various regions according to their characteristics.


ELA Writing Standard 8. Recall information from experiences or gatherinformation from print and digital sources; take brief notes on sources and sort

evidence into provided categories.

6. Essential Knowledge (for teacher).

Soil - a mixture of mineral particles mixed with living and non-living organic matter, water and air. It is the loose surface material of the Earth where plants grow.

Layers:

Humus - made of rotting leaves, animal feces, decaying food: the best soil for plant growth, rich and together, much darker in color, and it has the most moisture.

Topsoil – made of humus and mineral particles.

Subsoil – made of clay and mineral deposits.

Bedrock – unweathered rock.

Basic types:

Sand – soil feels gritty, large, round particles with relatively lots of air space between them, and does not hold water well.

Silt - soil feels smooth, intermediate-sized particles with some spaces of air between them, and holds water well.

Clay – soil feels sticky, microscopic, flattened particles with very little air space between them, and does not have much room for water.

Various Regions:

Humus-rich soil is dark, damp, and able to hold plenty of water, and also is plentiful in nutrients. This allows the growth of a wide range of plants.

Sandy soil tends to be loose, dry, light brown, and drains water. Sandy soil is found in drier areas. Clay soil contains a high amount of minerals, which causes the soil to be dark red in color. Clay soil also holds plenty of water and tends to be thick and heavy when wet. Certain kinds of plants, like certain species of grasses, sunflowers, and ironweed, can grow well in clay soil.

Soil characteristics vary from region to region and can be described by five major factors that contribute to its composition: climate, organisms, relief, parent material, and time.

Soil composition and particle size depend on the materials (rocks, plants, minerals) and processes (surf, wind, moisture) in the area, as well as the age of the soil.

Different amounts of water exist in soil depending on amount and regularity of rainfall and precipitation and rates of filtration through the soil. Different plants require different amounts of water and have adapted different root systems.

Sun, rainfall, weather conditions are factors on the growth of plants.

As the novel, Sarah, Plain and Tall, is set in the Prairie with mention of the Maine seashore, we will focus on these environments.

In the Prairie, the fertile soil is held in place by the root systems of the plants that grow in it. When these plants die, they decay. This adds organic matter and nutrients that plants need to the soil. There are many species of grass, which can grow to be very tall. Throughout the grasses there are many types of wildflowers: Indian paintbrush, blue-eyed grass, clover, prairie violets, wild roses, and bride’s bonnet. The fertile soil allows for a variety of crops to grow, which are planted and then harvested.

In Maine, the soil allows for the growth of certain plants. Maine's shoreline has soft bluffs: tall, with steep slopes of loose rock, gravel, clay, or sand that easily erode. There are sand dunes grasses across the seashore. The plants that grow are seaside goldenrod, wild asters, woolly ragwort, dahlias, columbine, and nasturtiums. There are pine and spruce trees that span the rocky cliff shores.

7.Developmental Level/Student Background Knowledge.

A. How does this lesson fit the students coming to you in terms of what they might have experienced in real life?

As these students live in a small, rural town surrounded by farmland and open fields, many of them have come into contact with soil in some way. From my conversations with students, many of them have planted and harvested crops with their families. Students are surrounded by plant life in their everyday lives.

B. Explain how it is matched to their physical skills?

The students are very active and have a range of physical skills. All of the students are able to move their bodies. During this lesson, mobility will be key, as students will move about the classroom for various activities.

C. How is it matched to their conceptual skills?

Students are very curious of the world around them as they ask questions and search for answers. The lesson focuses on material they are familiar with, can make connections, and have real world application. According to Piaget, at this age, students are in the concrete operational stage of development. In this stage, children demonstrate logical, concrete reasoning. Children’s thinking becomes less egocentric and they are

increasingly aware of external events. As students become aware of the external events around them, students ask questions in search of answers.

D. How does it relate to what they would have learned in previous grade levels (look at the curriculum!)?

In first grade, according to Science Essential Standard 1.L.1, students understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. According to Science Essential Standard 1.L.2, students are able to summarize the needs of living organisms for energy and growth.

E. How does it relate to what they will learn in the future?

In fifth grade, according to Science Essential Standard 5.L.2, students will understand the interdependence of plants and animals with their ecosystem. Students will compare and classify the characteristics of ecosystems and infer the effects from the interconnected relationship of plants and animals to their ecosystem.

8. Detailed Lesson Plan.

A. Engagement - (observation, inference, classifying, recording data)

For the engage of this lesson, students will observe a sample of soil. The soil sample will be from any outdoor area. Begin by posing the question “What is soil?” Then, divide students into groups using the random number generator on the Smartboard, which already has students names entered into the program. Assign each group to a specific location in the classroom. Then pass out a soil sample to each group. Students will make note of their observations. Hand lenses will be provided so students can take a closer look at the soil. Encourage students to touch and really look through the soil to make closer observations. Once students have compiled their observations, we will then list these on the board. As students call these out, I will write them on the board. These will be written in two different lists, living and non-living things. We will then form a definition for soil.

i. What will you do to engage the students?

Students will be engaged through observation and participation in discussion. As students will describe the soil using their senses, this allows for greater hands-on experience with the soil. This activity engages the students, as they are able to explore the soil in a fun, hands-on way of learning.

ii. How will you connect to students’ everyday lives?

As open fields and woods full of soil surround the school and students lives, students will be able to connect with this activity. As most of the students in this region

are familiar with soil, this will allow for greater discussion and interest among students. Students will be able to make connections with soil they have seen in their own lives.

iii. What questions will you ask? (sample answers.)

What did you find in your soil? Living: bugs, sticks/roots, leaves, grass, nuts Non-living: water, rocks/pebbles, air (clumps)

Why did I create two lists? What is the difference in the lists? (One is for non-living organisms and one for living organisms present in the soil.)

If you look at all of these things, what would you say soil is? (Soil is a mixture of mineral particles mixed with living and non-living organic matter, water and air. It is the loose surface material of the Earth where plants grow. Some students may respond with dirt.)

Why is soil important? (Because nearly everything we eat, drink, use comes from soil, grows in soil, is filtered by soil, or is built on soil.)

B. Exploration - (observation, recording data, predicting)

In this exploration, students will explore the three different types of soil (sand, silt, and clay) through a soil observation. As students will already be divided into groups, have them stay in the same group during the soil observation. Give each student a copy of the Soil Observation Chart to record his or her results. Be sure to explain to students the importance of writing the soil sample number down for reference later in the lesson. Ask students what we should look for when observing the different soils. Explain to students the different observations they should make which include color, smell, feel, and a picture of each soil. Place each soil sample in different areas around the classroom. Groups will then rotate around the classroom to observe each soil sample. Make sure students have an opportunity to observe and find data for each soil sample.

i. How will you transition from the engagement to the exploration?

As students are in groups for the engagement, they will remain in these same groups for the exploration. As the engagement closes with a class discussion, students will remain in their groups for the exploration as well. Ask students to make note of similarities and differences they notice between the three different types and the soil sample they observed during the engage. Students will begin at one type of soil, and then rotate to the other two throughout the exploration. This allows for an easy transition during the activity.

ii. How will you set up this exploration? Include a table or example.

During the exploration, students will take part in a soil observation. Prior to the lesson, each soil sample will be labeled, as number 1, 2, or 3 as three soil samples will be used. The soil samples will then be set up in different areas around the room. This will allow for easy rotation and ensure students are able to observe each type of soil.

iii. What data will students gather?

Students will observe the different samples and describe the color, smell, and feel of each. They will also draw a picture of the soil. Students will use this

data to later describe the different types of soil.

iv. How will you help students generate their own questions?

As students are observing the different types of soil, questions may arise of the properties, which will guide and direct the discussion. During the discussion, I will pose statements or questions about the soil that may cause students to further question or ponder it. As we discuss the properties of each soil, students may question why the property is unique to the certain soil.

v. What questions will you ask? (sample answers.)

What should we look for during observation of the soil? (color, smell, feel, and appearance)

What are you observing in the soils? Have you seen this type of soil before? If so, where? (Yes, sand at the beach,

clay in the creek, silt in the fields.)

C. Explanation–(observation, inference, classifying, predicting, comparing & contrasting)

After the groups have observed each sample, regroup and ask students to share their findings. Students will share their findings of each soil, and from these we will develop a list of properties for each type of soil. As we are discussing each type of soil, I will introduce the names of each soil, their properties, and particle size. Once we have discussed each type of soil, I will do the jar demonstration, which shows the importance of air space in soil.

i. How will you get students to share their data?

We will have a class discussion, in which students will be asked to share their data for each type of soil. As students share their data, a list will be created on the board for all to see. Throughout the observation, I will circulate around the classroom to note the observations that students are making. During the discussion, I will ask students to share their findings with the class, especially findings that will enhance the discussion of the different types of soils.

ii. What guiding questions will you ask? (sample answers.)

What did you observe in soil #1 (sand)? What did you observe in soil #2 (silt)? What did you observe in soil #3 (clay)? Do these samples have anything in common? (Yes, they are all soil.)

Where do you think these soils came from? (Sand-beach, Silt- , Clay- )

iii. What ideas will you be trying to develop?

There are three different types of soil: sand, silt, and clay. Each soil can be found in specific environments. Each soil is made of specific properties that allow for the growth of certain plants.

iv. How might you act out or demonstrate the ideas you’re developing?

Jar Demonstration- To better demonstrate the size of these soil particles, display three individual jars of

golf or ping-pong balls (sand), marbles (silt), and beads (clay). Be sure to explain that these jars represent the different types of soil. Ask students which jar they believe represents each soil. Tell students which jar represents each soil. Ask students why this would be? (The size of the particles in each soil.) Explain which jar accurately depicts each type of soil. The golf or ping-pong balls

represent sand, as there is relatively lots of air space between the particles. The marbles represent silt, as there is some space between the particles. The beads represent clay, as there is very little space between the particles.

Why are there different-sized particles? Soil composition and particle size depend on the materials and processes in the area, as well as the age of soil.

The types of soil present in the novel, Sarah, Plain and Tall will be addressed. The soil of the Maine seashore and the Prairie will be addressed. In the Prairie, the fertile soil is held in place by the root systems of the plants that

grow in it. When these plants die, they decay. This adds organic matter and nutrients that plants need to the soil.

In Maine, the soil allows for the growth of certain plants. Maine's shoreline has soft bluffs: tall, with steep slopes of loose rock, gravel, clay, or sand that easily erode.

iv. What terminology will you introduce, and how will you relate this to the data?

Sand, silt, and clay are the basic types of soil. Sand – soil feels gritty, large, round particles with relatively lots of air

space between them, and does not hold water well. Silt - soil feels smooth, intermediate-sized particles with some spaces

of air between them, and holds water well. Clay – soil feels sticky, microscopic, flattened particles with very little

air space between them, and does not have much room for water.

D. Expansion – (observation, inference, classifying, recording data, predicting, comparing and contrasting)

i. What will students do in the Expansion phase?

To expand, we will focus on the amount of water each soil can hold. An expansion on the jar demonstration will be shown, in which water will be added to each jar of particles. Students will also participate in a hands-on demonstration that shows each soil’s ability to hold water.

o To better demonstrate the space between particles, pour the same amount of water into each of the jars used during the jar demonstrations. Observe how the water moves to the bottom of the jar. The water will filter to the bottom of the jar fastest in the golf balls (sand) jar and slowest in the beads (clay) jar.

Sand does not hold water well, but drains well. Silt holds water well. Clay holds water very well, but has poor drainage.

o To see how each type of soil responds to the presence of water, students will participate in a hands-on experiment with the soil samples observed in exploration.

Give each student a sample of sand in which they will be instructed to rub in their hands to feel what the soil is like.

Ask students which type of soil this is? (Sand) Next, students will add a few drops of water to the sand. Students will write a

description of their recording on their soil observation sheets. How does it feel now? So the particles stick together?

Students will repeat this process with silt and clay soil samples. After each sample has been tried, ask students what differences they noted

between each sample.

A class discussion will take place with regards to the responses students had for the given questions and their observations. Guide the discussion to the topic of how each material reacted to the presence of water, noting the differences in the texture and form.

ii. What concepts will you be having them apply?

Students will understand the importance and way in which soil holds water and how water filters through the three different types of soil. Students will apply these concepts through hands-on experiment to see the difference between the three types of soils.

iii. How is this different but related to what came before?

Students observed the three different types of soil during the exploration and explanation. As students noted the properties of each, the ability to hold water was not covered. As filtration and ability to hold water is important in the soil’s ability to sustain plant, it is an important concept that students need to be made aware of during this lesson. In the jar demonstration of the explanation, students were able to see the size of particles in each type of soil. The jar demonstration is continued to the expansion, as students will be able to see how the particles react to the presence of water.

iv. What guiding questions will you ask? (sample answers.)

What differences do you notice in each soil as the water moves to the bottom of the jar? (In the salt jar, the water has room to move quickly to the bottom. In the marbles jar, the water has some room to move to the bottom. In the beads jar, the water does not have much room to move so it moves slowly to the bottom of the jar.)

How does the movement of water affect the soil? (The ability of soil to hold water is important in the soil’s ability to sustain plant life.)

Ask students to compare and describe the feel of each “soil” before and after the water is added to it.

o The sand feels gritty, then the particles stick together. The silt feels smooth, and then becomes “mud-like”. The clay feels sticky.

How does the presence of water affect the types of soil? (As the different types of soil vary in their ability to hold water, this will affect the plants present in each type of soil.

The chart provides examples of plants that grow in each type of soil. Images of these will be shown so students have a greater understanding of the effects of the presence of water in each type of soil.

Sand

certain types of grasses

seaside goldenrod, wild asters, woolly ragwort, dahlias, columbine,

nasturtiums.

Silt

grasses

wildflowers: Indian paintbrush, blue-eyed grass, clover, prairie violets,

wild roses, and bride’s bonnet.

variety of crops

Clay

annuals, perennials, shrubs, trees

E. Evaluation (observation, inference, predicting)

Students will examine a sample of soil from the school playground. Students will describe and classify the type of soil they believe the soil to be, including supportive evidence. Students will write their description and label in their journals.

i. What formative assessments will you use, and when in the lesson will you use them?

Students will take part in a soil observation, in which students will examine three different types of soils. From their observations, students will

participate in class discussions, which will act as a formative assessment. After an introduction and explanation of the three different types of soil, the jar demonstration will be done. As each jar is shown, students will predict which type of soil they believe each to be. This will also act as a formative assessment. As we are focusing on the novel, Sarah, Plain and Tall, students will make predictions of the type of soil present in each

environment. This will also act as a formative assessment, as students must consider the type of environment and plants that present in each environment.

ii. What specifically will you be looking for in these?

In each of these formative assessments I will be looking to see if students recognize the properties of each type of soil. I will look to see if students are able to predict which type of soil is represented with each jar. As we will be reading the novel, students should be familiar with the type of environment and plant life present in each. I will look to see if students are able to decide which type of soil is present in each environment, Maine and the Prairie.

iii. What summative assessment will you use?

As a summative assessment, students will describe the soil from the school playground using the knowledge they have gained throughout the lesson.

iv. What specifically will you be looking for in this?

In this assessment, I will be looking to see if students correctly identify the type of soil, describe the properties of the soil, and provide supporting evidence for their answer. The assessment can be written in complete sentences or a list, and may include a picture.

v. Provide a sample response to the summative assessment and a rubric for grading this.

The soil at the school playground is silt. Silt feels smooth, has intermediate-sized particles with some spaces of air between them, and holds water well. The picture would resemble the jar with marbles.

9. Modifications.

A. How will you modify this lesson to meet the needs of students with ADD/ADHD?

To meet the needs of students with ADD/ADHD, activities will occur throughout the explanation to ensure students are attentive throughout the lesson. Students will participate through discussion and questions. During the observation, students will move around the classroom, which will allows students to move about and then refocus on the activities.

B. How will you modify this lesson to meet the needs of learning disabled students?

To meet the needs of students with learning disabilities, activities will be modified to the learning abilities of the students. In this lesson, the detail and quality of observations may range. With these students, the observation will be directed toward the more evident, physical differences of each soil. These students may draw, list, or work with a partner to complete the activities.

C. How will you modify this lesson to meet the needs of AG students?

To meet the needs of AG students, activities will be more challenging and will require students to think beyond the physical observation of the soil. These students can be challenged to find where these soils may be located and what types of plant life may live in each. These students can be challenged to find where these soils may be located and what types of plant life may live in each.

D. How will you modify this lesson to meet the needs of ESL students?

To meet the needs of ESL students, observation descriptions may be pictures or verbal. As students are in groups, the ESL students may be paired with another student whose first language is English so they are able to participate, while practicing communication skills. Throughout the lesson, pictures and demonstrations will be completed, which will provide these students with a better understanding.

10. List of Materials.

3 jars filled with:o golf ballso marbleso beads

Soil samples:o sando siltso clayo schoolyard

Paper plates Magnifying lenses or hand lens Water Soil Observation Charts (one per student) Sarah, Plain and Tall

11. Safety Considerations.

As students will be observing soil, it will be important that students know they may not ingest or inhale the soil samples. Ensure that soil samples do not fall onto the floor, as this could potentially create a slippery surface for students to fall while moving about the classroom. When observing samples and completing the hands-on demonstration of water presence, students must understand they are not to throw or touch others while the soil is in hands.

12. Sources.

Ditchfield, C (2002). Soil. United States of America: Children’s Press.

The book discusses the presence of soil around our world and the importance of it. It describes the location of soil and the different types present in each. Soil can be used as a habitat for many animals. The layers of soil are described. It discusses the importance of keeping soil clean and free of debris.

McLachlan, P (1991). Sarah, Plain and Tall. HarperCollins.

In response to an advertisement, Sarah Wheaton travels from Maine to a mid-western farm to see whether she wants to settle down with a widower Jacob, and his two children, Anna and Caleb. The children and their father love Sarah, but Sarah misses being by the sea. Sarah learns to live on the farm, and decides she wants to learn to drive a wagon. One afternoon Sarah goes to town in the wagon, and the children fear she will never come back. Sarah returns to the farm, with pencils that bring the colors of the sea to the prairie. Sarah makes the decision to stay and become part of the family.

Rosinsky, N (2002). Dirt: The Scoop on Soil. Amazing Science Series. Picture Window Books.

The book discusses the importance of soil. The five layers are described, which include: humus, clay, silt, sand, and rocks. Details of each layer are given. The importance and use of soil is seen, as everything relies on soil. Soil is the foundation of life.


This site allows for the creation of rubrics, which are customized for the given assessement.

DeHartchuck, L. Soil Basics: Earth Day Networks. http://files.earthday.net/083110lessonplans/soilbasics.pdf

This lesson plan focuses on the three different types of soil and why soil is the foundation of life. Several activities are provided, including the jar demonstration and presence of water demonstration. The lesson provides definitions and information of soil.

BrainPOP. http://www.brainpopjr.com/science/land/soil/grownups.weml.

The website provides background information and activities that can be used in a classroom. It discusses how soil is one of Earth’s most natural resources. It addresses that soil contains both living and nonliving things. It covers the different types and layers of soil. The site provides fun, educational activities that can be used in a soil lesson.

http://www.brainpopjr.com/science/land/soil/grownups.weml


Soil Observation ChartBe sure to note the sample # of each soil. Describe the properties of each soil, create a picture of the soil, and determine the type of soil you believe each sample is.

Sample #

Color Smell Feel Picture Type?

Soil Observation


Student Name: ________________________________________

CATEGORY 4 3 2 1





Understanding Student shows understanding of concept.

Student shows some understanding of concept.

Student shows very little understanding of concept.

Student shows no understanding of concept.

Completion Student completed the activities and clearly developed a decision, using their gained knowledge, observation, and supporting examples.

Student completed the activities and developed a decision, using some support.

Student completed the activities and somewhat developed a decision, but did not use support or gained knowledge.

Student did not complete the activities or did not develop a decision.

Lesson 5: “Conclusion: Sarah, Plain and Tall”

Grade: 3rd grade Conclusion of Sarah, Plain and Tall

Time: One hour Common Core: Social Studies Essential StandardsEnglish Language Arts Standards



Common Core Social Studies Essential Standards and English Language Arts Standards Social Studies Essential Standard 3.H.1: Understand how events, individuals and ideas have influenced

the history of local and regional communities. 3.H.1.1 Explain key historical events that occurred in the local community and regions over time.

ELA Language Standard 3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Assessments: Students will discuss the life of Sarah in the Prairie versus her life in Maine. The

discussion will include examples of what her life was like in Maine, and how her life is different in the Prairie. Before reading the epilogue of the novel, students will make their own prediction of whether Sarah will stay in the Prairie or return to Maine. This will act as a formative assessment. We will read the epilogue and then compare their predictions with the actual ending of the novel. After completing the novel, students will be asked to think of comparisons that Sarah made between the two environments. We will then discuss these examples. The KWL chart we began at the start of the novel will be completed by filling out the “What we learned” column. These activities will act as the summative assessment of the novel.

21st Century Skills:Common Core HistoryLearning and Innovation Skills: Communication and Collaboration

Life and Career Skills: Initiative and Self-Direction, Social and Cross-Cultural Skills,

Blooms Taxonomy:Understanding, Analyzing, Evaluating, Creating


Diverse Learner Learning EnvironmentGifted Student This activity allows for creativity and enrichment of this

type of learner. Low Performing Student The student may need direction and guidance to make

their own prediction, as students will need supporting evidence. This activity allows students to create their own prediction.

Adaptations/Modifications:

Students could read the epilogue, and then create an alternate ending to the novel. This would allow students to create their own opinion and end to the novel. If it seems students are struggling with the activity, they may work in pairs. A modification for this lesson would be to incorporate greater use of technology. The Smartboard can be used in addition to provide students with greater understanding and visual of the comparisons between the evironments.

Grouping Students will work individually at their desks. Discussion will take place with students raising their hands to participate. Together as a class, we will complete the KWL chart.




Resources, Materials, and Preparation for Instruction:Sarah, Plain and TallExamples of comparisons between the two environments (Maine and the Prairie)KWL chart

LaunchTo begin the lesson, read chapter eight of Sarah, Plain and Tall. Be sure not to read

chapter nine or the epilogue!

Vocabulary: sly (pg. 45) – having or showing a dishonest nature squall (pg. 47) – a sudden violent windstorm or thunderstormpungent (pg. 47) – having a sharply strong smellstern (pg. 53) – hard and severe in nature or manner; harsh

ExplorePrior to reading the last chapter of the novel, the class will participate in a discussion.

Guiding questions: What is Sarah doing in the Prairie versus what she was doing in Maine? How is her life different? (Sarah works in the fields, tends to the garden,

learns how to drive a wagon, plow the fields, cooks, cleans, and cares for the children)

Do you think she likes it? (Students will give their opinion. Make sure they include their reasoning.)

Students will then make a prediction whether Sarah decides to stay in the Prairie or return home to Maine. A prediction is to state, tell about, or make known of something in advance. Using

their knowledge, context clues, and own beliefs students will write their own prediction of what will happen in the novel. Students may write their predictions in their journal.

After students have made their predictions, read chapter nine and the epilogue.

The epilogue is a section at the end of a book that serves as a comment or conclusion to the novel. Here we find that Sarah returns to the Prairie and there will soon be a wedding.

An important point that can be made after reading the novel is to look at the comparisons Sarah made between the two environments (sea and prairie). These comparisons helped Sarah to hold onto her love of the sea while creating a new life in the prairie.

The grass of the prairie moves back and forth in the wind like the waves of the sea. After the hailstorm, the hail on the ground looked like the sparkle of the sea. Sliding down the haystack was much like the sand dunes.

SummarizeWe will complete the KWL chart, listing the information we learned from the novel

Sarah, Plain and Tall.

Later in the day, or the next school day, we will watch a movie of the novel.

KWL Chart

K(What we know)

W(What we want to know)

L(What we learned)

Conclusion: Sarah, Plain and Tall


Student Name: ________________________________________

CATEGORY 4 3 2 1





Understanding Student shows understanding of concept through participation and clear, supportive prediction.

Student shows some understanding of concept through some participation and somewhat supportive prediction.

Student shows very little understanding of concept through little participation and no support is present in prediction.

Student shows no understanding of concept through no participation and does not create a prediction.

Completion Student creates his or her own prediction with clear and supporting evidence from the novel.

Student creates his or her own prediction with some evidence from the novel.

Student creates his or her own prediction with no supporting evidence from the novel.

Student did not create his or her own prediction.

Sources






VI. Results and Analysis of Student Learning


http://www.google.com/

V+= Exceeds Standard V= Meets Standard V- = Below Standard

Student Name Pre-Assessment

Formative Assessment(Lesson 1)





JM V+ V+ V+ V+ V+ V+JC V+ V- V+ V+ V+ V+JM V V+ V+ V V+ VLE V+ V+ V+ V V+ V+RW V+ V+ V+ V V VJW V- V V V V V-AJ V+ V+ V+ V V+ V+PW V+ V+ V+ V+ V+ V+MH V V- V- V V VKO V+ V+ V+ V V+ V+JB V+ V+ V- V V VEG V+ V+ V+ V+ V+ V+GH V V+ V+ V V+ V+TM V V V+ V V+ VBB V V+ V+ V V+ VEC V V+ V+ V V+ V+LS V V+ V+ V V+ VLM V+ V+ V+ V+ V+ V+JG V V+ V+ V V VJI V V+ V+ V V+ VHH V- V+ V V- V VEL V V+ V+ V V+ V

Student Name Summative Assessment(Lesson 1)

Summative Assessment(Lesson 2)




JM V+ V+ V+ V+ V+JC V V- V+ V+ VJM V+ V V+ V V+LE V+ V+ V+ V V+RW V V+ V V VJW V V V V V-AJ V+ V+ V V+ V+PW V+ V+ V+ V+ V+MH V- V- V- V V-KO V+ V+ V+ V+ V+JB V V V V VEG V+ V+ V+ V+ V+GH V+ V+ V+ V+ V+TM V- V- V- V VBB V+ V+ V V V+EC V+ V V+ V+ V+LS V V+ V V VLM V+ V+ V+ V+ V+JG V V V V VJI V+ V V V V+HH V+ V- V V V

EL V+ V+ V V V+

From the assessments, it is evident the novel study of Sarah, Plain and Tall was a

success. With each assessment, students seemed to understand the material and were able to

successfully complete each assessment. Students enjoyed the novel and learning about early

American history. Throughout the unit, students’ knowledge of this time in history and

understanding of the novel is evident from the assessment data. As we read the novel, students

were able to employ previously learned knowledge of this time period to better understand the

novel. As we read the novel, students’ comprehension and understanding was evident as they

were able to make connections and references throughout the novel.

As students had studied early American colonial life directly prior to my IDP, my novel

study introduced the movement of people West across America. The novel study was an

excellent way to expand and incorporate literature into the Social Studies curriculum. As

students completed a KWL chart to begin the novel study, it was evident students had a great

deal of knowledge of early American colonial life, but not of the movement West. With this

knowledge, I was able to begin the novel study with a focus on the Oregon Trail and movement

of people West.

The formative assessments gave insight into students’ understanding of the material

during the lesson. With each lesson, the formative assessment was a valuable piece of

information that showed students understanding of the material, and allowed me to redirect my

instruction to ensure students understood the material. After the formative assessments, I

readdressed the learning material students seemed to struggle with to give a greater explanation

of the material. Formative assessments throughout the novel study were imperative to students

understanding of the novel. The summative assessments gave insight into students’

understanding at the end of each lesson. With each lesson, the summative assessment was

evidence of students’ understanding of the material and allowed me to see the effectiveness of

my instruction. Summative assessments throughout the novel study were imperative to track

students’ understanding of the novel. As each section of the novel led into the next, the

summative assessments made sure students understood the material and text of each before

moving on to the next section.

With several of the assessments, as seen in the assessment data, certain students did not

meet the standard. This was due to their misunderstanding of the assessment, incomplete

assessment, or did not show understanding of the material. When looking at the assessment data,

it seems there is an overall direct relationship between the formative and summative assessment

scores. Students who exceeded the standard for formative assessment also exceeded the

summative assessment. Likewise, students who did not meet the standard for formative

assessment did not met the standard for summative assessment. As the formative assessment

allowed me to guide and redirect my instruction, it seems these students still needed greater

instruction and direction to meet the standard of the summative assessment.

As seen in the assessment data charts, most all of the students were successful throughout

the novel study. The instructional strategies and assessments used throughout the novel study

included inquiry hands-on activities, discussions, and writings. The usual assessment in the

classroom is kinesthetic and practical application, which I made sure to include in each of my

lessons and assessments. With the summative assessments, all students were able to meet or

exceed the standard of the lessons. The gifted students exceeded the standards for each, as each

of the assessments allowed for creativity and extensions. The low-performing students met the

standard for all but one of the summative assessments. With the assessment data, it is evident the

instructional strategies and types of assessments chosen for each lesson led to greater student

understanding of the learning material. The instructional strategies met the needs of all students,

as a variety were used throughout the novel study. Throughout the novel study, the students

enjoyed the assessments, as they were able to make real world connections and found the

assessments to be fun and interesting.

VII. Reflection on Teaching and Learning

The novel study of Sarah, Plain and Tall has been the best teaching experience I have

had thus far in my career. From the planning, preparation, instruction, and reflection I have

learned what all encompasses a novel study. Throughout my teaching experience, I have learned

classroom management strategies, ways to differentiate, and a variety of instructional and

assessment strategies.

In the future, there are several changes I would make to create a greater novel study. The

sequence of the lessons worked well, as the lessons went directly along with the chapters of each

section in the book. As the first lesson was an introduction to the movement of people West, we

focused on the locations, Maine and the Prairie, seen throughout the novel. In the future, I would

introduce a large map of the United States to provide a visual for students and to use as a

reference throughout the novel study. During the third lesson, the Smartboard activity acted as

the formative assessment. It would act as a better summative assessment, to check student’s

comprehension of the text, and as a closure to the lesson. During the fourth lesson, students took

part in a soil observation. On the soil observation sheet, a column for “look” may be added for

students to record their observations of the color, look, and visual examination of the soils. This

category would allow students to write their immediate visual observations of each.

With each group activity throughout the novel study, classroom management was key. In

the future, not only with the novel study, but also in the classroom, it is important to have a

procedure in place for group activities. A possible solution may be to assign students a specific

job to complete or to be the materials person. This gives each student a responsibility and limits

traffic and movement about the classroom, which leads to greater and easier classroom

management. Also, with each of these lessons, an adequate amount of class time is necessary to

ensure students are given time to complete the activities and allows for greater discussion or

instruction.

During this novel study, I believe I have made a positive impact on student learning. The

evidence seen in the assessment data charts shows that students made progress throughout the

unit. Most all students were successful throughout the novel study. With the summative

assessments, all students were able to meet or exceed the standards. Prior to the novel study,

students had learned of early American life. We were able to focus on the movement of people

West through a novel study, which allowed students to apply their previously learned knowledge

to the novel and make connections during the lessons. Throughout the novel, students were able

to recall and make references to the learning material. With each lesson, students were able to

make real world connections and application of the material. As we completed a KWL Chart as a

part of the pre and post assessments, students were able to answer their own questions and much

more. From discussion and student work, it is evident students enjoyed the novel and learned

more of the early American life.

This teaching experience has altered my thinking of the role of assessment, as I have seen

that assessment is a key and vital piece during instruction. By having a formative and summative

assessment with each lesson, I was able to see students understanding throughout the lesson and

the novel study. From the assessments, I was able to note what material needed to be readdressed

to direct my instruction with each lesson. By planning the assessments for each lesson

beforehand, I knew the final product I wanted my students to reach, so I was able to direct my

instruction to ensure students were able to complete the assessments. As a future teacher, this

will be important to ensure students are taught with the final goal in mind.

After my teaching experience, I feel adequately prepared to complete an assessment-

based unit in my own classroom. By completing the IDP, I feel I am prepared to plan, prepare,

and execute an assessment-based plan. With guidance and direction from my cooperating

teacher, I feel that I have learned a variety of assessment strategies that can be used with any

unit. When completing an assessment-based unit, it is important to look at the material and see

what type of assessment is appropriate for your learners, the learning material, and your own

assessment. During this teaching experience, the assessment plan during the novel study dealt

with mostly kinesthetic and practical application as students were used to this type of assessment

in the classroom. These considerations are especially important to be made to ensure they meet

the needs of each student and guide your instruction. The assessment data provided light into my

instruction, and from it, I feel prepared to complete an assessment-based unit in my own

classroom.

As a part of the assignment required the creation of an assessment plan, I feel adequately

prepared to do so for my own classroom lessons. Pre-assessments are necessary to see student’s

previous knowledge and understanding, as this informs your instruction. An efficient way to do

this is through discussion in the classroom. It is evident as students share whether they know or

understand the given questions. Formative assessments allow for immediate feedback of

instruction and students understanding of the learning material. There are a variety of ways to

check students understanding during the lesson, which was evident in my unit assessments. It is

imperative to have formative assessments throughout the unit to ensure students are on track and

understand the unit material. Summative assessments show students understanding and

application of the material. These assessments must allow students to show their understanding

through an activity or practical application. As seen in the assessment data, students were able to

meet and exceed the standard with the variety of assessments. After creating a variety of

assessments for my unit, I feel adequately prepared to create and use assessments to assist in

guiding my instruction.

Throughout the unit there were adaptations and modifications made to each lesson to

meet the needs of all students. It is imperative that lessons are modified to meet the needs of all

students to ensure all students learn the material in a way they will best understand. These

modifications must be made in a way so that these students remain in the classroom, are exposed

to the same learning material, and complete similar assessments. Although modifications may be

pose challenge with some lessons, it is essential to meet the needs of all students. These

modifications may include greater use of technology to provide students with greater

understanding. Students who had difficulty writing during my lessons were given the option to

type their writings. This type of modification allows these students to complete the assessment in

a neat, and more efficient way. For gifted students, activities were made more challenging

through extensions and greater depth of the learning material. For low-performing students, the

collaboration between the EC teacher and myself was vital, to ensure these students were able to

complete the activities when pulled out of the classroom. I have learned and seen how

modifications are necessary with each lesson to ensure the instruction meets the needs of all

students.

After this experience, I feel that I am prepared to plan future units in the classroom. As

this novel study took much time in preparation and execution, I have seen the requirements of a

successful unit. I feel this experience has given me an opportunity to see and learn what all

encompasses a successful novel study. With a variety of activities and assessments, I feel that I

have adequate resources to plan future units. My strengths include planning, with a desire to be

prepared. As I learned during this experience, when planning a unit, it is important to note that

some lessons may take longer than the given amount of time. With that, one must be flexible in

extending the lesson to ensure an appropriate amount of time is given to the learning material. I

feel that I am able to create a variety of activities and assessments that include a variety of

learning styles. I feel that it is important to have a variety to ensure students are interested and

see there are different ways to learn the material. After completing this unit, I feel that I am

prepared to plan future units with the strategies and activities I have been introduced to

throughout the semester.

During my next internship, I hope to continue to grow and develop as a teacher.

Classroom management will be a challenge as a beginning teacher. I want to develop greater

management strategies, especially during times of transition in the classroom. Many times,

transitions lead to student’s misbehavior, so I want to develop strategies to limit this in my own

classroom. As technology is becoming a vital piece in the classroom, I want to learn and expand

my knowledge of the given technology resources available to teachers. These include the

Smartboard, document camera, iPad, and a variety of computer programs that can be used in the

classroom. To do this will require research, practice, and then application of these resources. As

a soon to be teacher, there are many areas to grow and develop to prepare for my own classroom.

Through this teaching experience, I have learned more about myself as a teacher and

creating an assessment-based unit. This experience has given me the opportunity to create and

instruct a novel study with success. I feel adequately prepared to plan future units with an

assortment of activities and assessments in the classroom. Throughout this semester and teaching

experience, I have learned a variety of instructional and management strategies to use in the

classroom. My internship at Green Valley School was a great experience that has shown me the

teacher I one day hope to be.

Fantastic work Amber! Thank you so much for your hard work on this project and all semester.

It’s evident you have learned a lot about creating lessons and units and learned a lot about

yourself as an educator. -2 minor edits. Grade: 98

Documents

block2vines.files.wordpress.com€¦ · Web viewSarah, Plain and Tall. A Third Grade Novel Study. Instructional Design Plan. Vines/434. Fall 2012. I. Purpose of the Unit. For my