Literature Focus Unit 2c5u70
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Megan Jones Literature Focus Unit Dr. Cozens December 11, 2010
On the Mayflower: Hardships Through History 1. Literature Selection Waters, K. (1996). On the Mayflower: Voyage of the ship’s apprentice and a enger girl. New York, NY: Scholastic, Inc. 2. Theme The book, On the Mayflower, by Kate Waters is a book about two individuals who have many difficulties through their journey to North America. The theme of this book is hardships. The story will allow student to engage in activities allowing them to discover the meaning of what a hardship is (past and preset), which deal with a person’s emotions as well. This is a topic that many of them will not study on their own and therefore should be covered in class.
3. Additional texts George, J. (1993). The first Thanksgiving. New York, NY: Puffin Books. Lasky, K. (1996). A journey to the New World: Diary of Patience Whipple, Mayflower 1620. New York, NY: Scholastic, Inc. McGovern, A. (1991). If you sailed on the Mayflower in 1620. New York, NY: Scholastic, Inc. McGovern, A. (1993). The pilgrims’ first Thanksgiving. New York, NY: Scholastic, Inc. San Souci, R. (1991). N.C. Wyeth’s pilgrims. San Francisco, CA: Chronicle Books. 4. Unit Plan—Planning Stage-Include a graphic organizer. See example below.
Poems, letters, pattern writing, emails, text, different genres
Presentation, who and tell, debates, power points
Maps, brochures, menus, food boxes, letters, journals
Shows/movies, radio and songs, students reading, presentations
5. Activities! Activity 1: Letter Back Home GLE: W3A2, b: Recognize different forms of written communication (e.g., thank-you notes, friendly letters, lists, poems, invitations). Objective: Students will be able to demonstrate written forms of communication by writing a letter back home. Activity: The students will write a letter back home. They are to write the letter as if they are a member of the Mayflower and writing back to family or friends in England. They will identify the parts of a letter: return address, date, salutation, body, and signature with closing. Students will see an example that I have created, but their imagination is key to complete the body. Technology Resources: A sample letter will be on the SmartBoard and students will be allowed to type their finish letter in Word. Activity assessment: Teacher observation will be used during the activity to monitor student work and responses. Students will write a letter independently which will be accessed accordingly.
1 Let’s Try Again
2 Almost There
3 You’ve Got it!
Address
Address is missing or inaccurate.
Address is missing on piece.
Address is written accurately.
Date
Date missing.
Date not in proper format.
All parts of the date are there.
Salutation
Salutation is missing.
Salutation is not in proper format.
Salutation is correct and in proper format.
Body
Body is not clearly written; several errors.
A few minor errors (grammar+, spelling, format).
Body is clearly written with no more than three errors.
Closing
Closing is missing
Not properly formatted
Written properly
Activity 2: Brochure on Plymouth GLE: W2D2: Compose text using words that are related to the topic, and, with assistance, some words that are specific and accurate. Objective: Students will be able to use words related to the topic of hardships and the Mayflower by creating a brochure about Plymouth. Activity: When creating a brochure the students will use words that they have been learning in our short unit over the hardships on the Mayflower. Words will include but are not limited too: apprentice, caulk, dire, fearsome, fortnight, oakum, younker, and so forth (can be found in the
glossary of the book). The students will learn about these words using a word wall and will be given examples of a brochure (which students can bring in as well). Technology Resources: A sample brochure will be on the SmartBoard and students will be allowed to type their finish product-using publisher. Activity assessment: Teacher observation will be used during the activity to monitor student work and responses. Students will create a brochure independently which will be accessed using a check list.
1 Let’s Try Again
2 Almost There
3 You’ve Got it!
Title
Doesn’t have a proper front .
Addresses the topic well!
Title is very inviting and fun!
Information/ Body
Lacking educational facts.
Two or three educational facts.
Four or five educational facts
Appropriate words
Only offers one to two new words.
Includes three to five new words.
Includes six new words.
Pictures
Has one or less pictures.
Has only two pictures.
Has three or more pictures
Overall appearance
Still in the editing phase. Check for all errors and make professional.
10 or more grammar/spelling errors or can be neater.
Few grammar and spelling errors; overall very appealing.
Activity 3: Daily Journal. GLE: R1E2: Develop vocabulary by reading, listening to, and discussing unknown words in stories using a. root words, b. classroom resources, c. context clues. Objective: Students will be able to understand five new words by writing in a daily journal. Activity: The students will write three to five sentences in their daily journal using two new words that we discussed in class. The words will be talked about in small groups, as well as added to a word wall for them to be “found” on. The first day I will demonstrate what a journal can be used for. Technology Resources: A sample journal will be on the SmartBoard and students will be allowed to type their journal on a protected online “diary” site (with parent’s permission) as a finish product. The Journal will be first written in a standard notebook that is left in the room. Activity assessment: The teacher will observe while the students write daily in their journals. The journals will also be checked each night to make sure the students meet the following check list.
Daily Journal Check
List Clearly Written?
Yes/No
3 – 5 Sentences?
Yes/No
Uses two new words?
Yes/No
Activity 4: Identify Maps GLE: R2A2: Use details from text to locate and apply information in title, pictures, and table of contents. Objective: Students will be able to identify the important parts of a map as well as understand the journey that the Mayflower took by creating their own map. Activity: After class discussion that covers maps and how they are used as a tool, the students will then first help the teacher design a map of the classroom. They are then going to independently create a map that shows the route that the Mayflower traveled. Technology Resources: A variety of maps will be on the SmartBoard, as well as normal travel maps, and globe will be displayed to help engage students. Activity assessment: Teacher will observe the students work and then grade the following map by using a checklist.
Map Check List Colored and clearly designed?
Yes/No
Has the correct lands and travel of the Mayflower?
Yes/No
Has a com rose present?
Yes/No
Activity 5: Presentation or Skit GLE: L2A2: Speak at an appropriate volume and maintain a clear focus when sharing ideas.
Objective: Students will all be able to demonstrate appropriate volume while giving a presentation OR a skit that tells a story of children having hardships in their travels. Activity: After completing research, and allowing for time to plan a skit or presentation, the students will then perform their skit. Students will also demonstrate their focus on how to share ideas appropriately. Technology Resources: For fun educational reasons students will be able to watch a YouTube video on the smart board that shows what a skit is and how it clearly conveys and idea or message. Activity assessment: The students will have to meet the following checklist.
Skit Check List Is one to two minutes long Students in audience can clearly state the idea of the shown skit? Showing that they heard the speaker clearly.
Yes/No
Yes/No
Activity 6: Game on the ship! A-hoy! GLE: L2B2: Give clear oral directions to complete a simple task. Objective: Students will be able to follow and give oral directions by pretending to play a game called “Captain” on the ship. Activity: The game “Captain” is like “follow the leader” meets “Simon says” meets “charades”. The student that is the “captain” will ask for all students to deliver certain task. Task will start off easy such as “row” (students do rowing motion) to more complicated task such as “Please go to your desk, find the sharpest pencil, and bring back for your captain to use to draw on his map.” The task will be selected from a hat where the Teacher has provided enough ideas for each student to be “Captain”. All students will have a turn to be Captain to complete ONE task. The teacher will give a few different examples. This game can also meet the listening GLE’s for students to listen to task being given by the Captain. Technology Resources: Appropriately themed music will be playing softly while the student play captain. Activity assessment: This activity will mainly be assessed by observation from the teacher. However, the student will receive points based off of the following rubric.
1. Still needs work. Being a Captain, give clear directions in the game.
“Captain” needs to work harder on being a leader; his shipmates were lost.
2. Almost there!
3. You are a leader!
A few students have confusion; “Captain” stumbled a bit.
Student speaks clearly, stating the task in which all students follow exactly.
Activity 7: Listening to students read. GLE: L1A2: Listen for enjoyment, information, to solve problems, and for directions to complete a task. Objective: Students will listen to other students ready and show their listening skills by writing in their journals what the students had read. Activity: A variety of students and/or the teacher will re-aloud either to pairs, in small groups, or to the entire class. The listening students will then be asked to write a short paragraph in their daily journals about what they just heard. For this assignment I am going to address it as if the teacher was reading to the entire class. The teacher will give an example of what a short summary is using “somebody wanted but so” method. Technology Resources: Big book will be read aloud and sample readings will also be read off of the SmartBoard. Activity assessment: This activity will be addressed by the following checklist.
Listening Check List Could the students address the main point?
Yes/No
Can the student identify the main characters?
Yes/No
Can the students discuss with shoulder partners what they just heard?
Yes/No
Can the students a beginning, middle, and end?
Yes/No
Activity8: Mayflower Movies GLE: L2B2: Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye ).
Objective: Students will be able to sit quietly and focus on watching an educational video about the adventures of the Mayflower. Activity: During and educational video the students will be able to prepare for a video (lights out, eyes forward, mouths off, ears on) and maintain their focus to understand the main point of the video. The students will then participate in a group discussion over the video and what it was about. The teacher will then help the students learn how to write a chain of events diagram based off of what the students learned in the video. Technology Resources: The video will be watched on the SmartBoard and the chain of events diagram will also be displayed there too. Activity assessment: This activity is assessed by teacher observation but students need to make sure to meet the following criteria. Check marks: Students will receive a check mark for each “infraction” that caused any disruption to them or their classmates during the movie. For every two “infracts” the student will lose one point of his or her participate points. Infractions include but are not limited to the following: Does not corporate when preparing for the movie (cleaning off desk). Talking out loud. Getting up. Moving around in seat or on floor. Sleeping. Not watching the screen and looking “lost in space.”
6. Groupings Whole-class Vocabulary Word-Wall Chart Read Aloud Hardship Discussions Captain oh Captain game Small-group Presenting a skit. Reading aloud. Using maps. Individual Write a letter to home Design a brochure Reflection Daily Journal 7. Schedule Monday • Share and build background knowledge. • Engage students for their new adventure. • Minilesson
•
•
•
Tuesday Re-read the text Paired reading of complementa ry text. Minilesson on letter format.
Wednesday Partner read. Share letters with class (peer editing). • Oral debate that is teacher lead on who had • •
•
• •
Thursday Read a second complementa ry book with partners and discuss. Minilesson on brochure. Watch video
•
• •
Friday Group read last complementa ry book. Share brochures with class. Share personal
• • •
on purpose for listening. Read aloud and grand conversation Add to the Word Wall Write in daily journal.
• • •
Write letter back home. Discuss new words to add to word wall. Write in daily journal.
•
•
the hardest job on the ship. Presentation and skits will be presented. Write in daily journal new words for the day.
•
•
about the Mayflower. Design brochure. Write in Daily journal two new words (add to word wall).
•
hardships for closure. Engage students in preparation for next miniunit.
8. Literature Focus Unit Checklist Text- On the Mayflower by Kate Waters Required: _____1. Play “Captain” with the class. _____2. Letter back home. _____3. Create a brochure. _____4. Write a summary of the movie using four new words. Optional (Choose at least 2): ______ Create a Vocabulary Game ______ Complete a map showing your own personal adventures. ______ Create a poem about a personal hardship. Share the poem with the class. ______ Draw a picture from of something you visualized while reading the text. ______ Make a Venn diagram of two hardships you have had and how they relate to each other. ______ Create a poster that promotes the book to other students.
Date completed
On the Mayflower: Hardships Through History 1. Literature Selection Waters, K. (1996). On the Mayflower: Voyage of the ship’s apprentice and a enger girl. New York, NY: Scholastic, Inc. 2. Theme The book, On the Mayflower, by Kate Waters is a book about two individuals who have many difficulties through their journey to North America. The theme of this book is hardships. The story will allow student to engage in activities allowing them to discover the meaning of what a hardship is (past and preset), which deal with a person’s emotions as well. This is a topic that many of them will not study on their own and therefore should be covered in class.
3. Additional texts George, J. (1993). The first Thanksgiving. New York, NY: Puffin Books. Lasky, K. (1996). A journey to the New World: Diary of Patience Whipple, Mayflower 1620. New York, NY: Scholastic, Inc. McGovern, A. (1991). If you sailed on the Mayflower in 1620. New York, NY: Scholastic, Inc. McGovern, A. (1993). The pilgrims’ first Thanksgiving. New York, NY: Scholastic, Inc. San Souci, R. (1991). N.C. Wyeth’s pilgrims. San Francisco, CA: Chronicle Books. 4. Unit Plan—Planning Stage-Include a graphic organizer. See example below.
Poems, letters, pattern writing, emails, text, different genres
Presentation, who and tell, debates, power points
Maps, brochures, menus, food boxes, letters, journals
Shows/movies, radio and songs, students reading, presentations
5. Activities! Activity 1: Letter Back Home GLE: W3A2, b: Recognize different forms of written communication (e.g., thank-you notes, friendly letters, lists, poems, invitations). Objective: Students will be able to demonstrate written forms of communication by writing a letter back home. Activity: The students will write a letter back home. They are to write the letter as if they are a member of the Mayflower and writing back to family or friends in England. They will identify the parts of a letter: return address, date, salutation, body, and signature with closing. Students will see an example that I have created, but their imagination is key to complete the body. Technology Resources: A sample letter will be on the SmartBoard and students will be allowed to type their finish letter in Word. Activity assessment: Teacher observation will be used during the activity to monitor student work and responses. Students will write a letter independently which will be accessed accordingly.
1 Let’s Try Again
2 Almost There
3 You’ve Got it!
Address
Address is missing or inaccurate.
Address is missing on piece.
Address is written accurately.
Date
Date missing.
Date not in proper format.
All parts of the date are there.
Salutation
Salutation is missing.
Salutation is not in proper format.
Salutation is correct and in proper format.
Body
Body is not clearly written; several errors.
A few minor errors (grammar+, spelling, format).
Body is clearly written with no more than three errors.
Closing
Closing is missing
Not properly formatted
Written properly
Activity 2: Brochure on Plymouth GLE: W2D2: Compose text using words that are related to the topic, and, with assistance, some words that are specific and accurate. Objective: Students will be able to use words related to the topic of hardships and the Mayflower by creating a brochure about Plymouth. Activity: When creating a brochure the students will use words that they have been learning in our short unit over the hardships on the Mayflower. Words will include but are not limited too: apprentice, caulk, dire, fearsome, fortnight, oakum, younker, and so forth (can be found in the
glossary of the book). The students will learn about these words using a word wall and will be given examples of a brochure (which students can bring in as well). Technology Resources: A sample brochure will be on the SmartBoard and students will be allowed to type their finish product-using publisher. Activity assessment: Teacher observation will be used during the activity to monitor student work and responses. Students will create a brochure independently which will be accessed using a check list.
1 Let’s Try Again
2 Almost There
3 You’ve Got it!
Title
Doesn’t have a proper front .
Addresses the topic well!
Title is very inviting and fun!
Information/ Body
Lacking educational facts.
Two or three educational facts.
Four or five educational facts
Appropriate words
Only offers one to two new words.
Includes three to five new words.
Includes six new words.
Pictures
Has one or less pictures.
Has only two pictures.
Has three or more pictures
Overall appearance
Still in the editing phase. Check for all errors and make professional.
10 or more grammar/spelling errors or can be neater.
Few grammar and spelling errors; overall very appealing.
Activity 3: Daily Journal. GLE: R1E2: Develop vocabulary by reading, listening to, and discussing unknown words in stories using a. root words, b. classroom resources, c. context clues. Objective: Students will be able to understand five new words by writing in a daily journal. Activity: The students will write three to five sentences in their daily journal using two new words that we discussed in class. The words will be talked about in small groups, as well as added to a word wall for them to be “found” on. The first day I will demonstrate what a journal can be used for. Technology Resources: A sample journal will be on the SmartBoard and students will be allowed to type their journal on a protected online “diary” site (with parent’s permission) as a finish product. The Journal will be first written in a standard notebook that is left in the room. Activity assessment: The teacher will observe while the students write daily in their journals. The journals will also be checked each night to make sure the students meet the following check list.
Daily Journal Check
List Clearly Written?
Yes/No
3 – 5 Sentences?
Yes/No
Uses two new words?
Yes/No
Activity 4: Identify Maps GLE: R2A2: Use details from text to locate and apply information in title, pictures, and table of contents. Objective: Students will be able to identify the important parts of a map as well as understand the journey that the Mayflower took by creating their own map. Activity: After class discussion that covers maps and how they are used as a tool, the students will then first help the teacher design a map of the classroom. They are then going to independently create a map that shows the route that the Mayflower traveled. Technology Resources: A variety of maps will be on the SmartBoard, as well as normal travel maps, and globe will be displayed to help engage students. Activity assessment: Teacher will observe the students work and then grade the following map by using a checklist.
Map Check List Colored and clearly designed?
Yes/No
Has the correct lands and travel of the Mayflower?
Yes/No
Has a com rose present?
Yes/No
Activity 5: Presentation or Skit GLE: L2A2: Speak at an appropriate volume and maintain a clear focus when sharing ideas.
Objective: Students will all be able to demonstrate appropriate volume while giving a presentation OR a skit that tells a story of children having hardships in their travels. Activity: After completing research, and allowing for time to plan a skit or presentation, the students will then perform their skit. Students will also demonstrate their focus on how to share ideas appropriately. Technology Resources: For fun educational reasons students will be able to watch a YouTube video on the smart board that shows what a skit is and how it clearly conveys and idea or message. Activity assessment: The students will have to meet the following checklist.
Skit Check List Is one to two minutes long Students in audience can clearly state the idea of the shown skit? Showing that they heard the speaker clearly.
Yes/No
Yes/No
Activity 6: Game on the ship! A-hoy! GLE: L2B2: Give clear oral directions to complete a simple task. Objective: Students will be able to follow and give oral directions by pretending to play a game called “Captain” on the ship. Activity: The game “Captain” is like “follow the leader” meets “Simon says” meets “charades”. The student that is the “captain” will ask for all students to deliver certain task. Task will start off easy such as “row” (students do rowing motion) to more complicated task such as “Please go to your desk, find the sharpest pencil, and bring back for your captain to use to draw on his map.” The task will be selected from a hat where the Teacher has provided enough ideas for each student to be “Captain”. All students will have a turn to be Captain to complete ONE task. The teacher will give a few different examples. This game can also meet the listening GLE’s for students to listen to task being given by the Captain. Technology Resources: Appropriately themed music will be playing softly while the student play captain. Activity assessment: This activity will mainly be assessed by observation from the teacher. However, the student will receive points based off of the following rubric.
1. Still needs work. Being a Captain, give clear directions in the game.
“Captain” needs to work harder on being a leader; his shipmates were lost.
2. Almost there!
3. You are a leader!
A few students have confusion; “Captain” stumbled a bit.
Student speaks clearly, stating the task in which all students follow exactly.
Activity 7: Listening to students read. GLE: L1A2: Listen for enjoyment, information, to solve problems, and for directions to complete a task. Objective: Students will listen to other students ready and show their listening skills by writing in their journals what the students had read. Activity: A variety of students and/or the teacher will re-aloud either to pairs, in small groups, or to the entire class. The listening students will then be asked to write a short paragraph in their daily journals about what they just heard. For this assignment I am going to address it as if the teacher was reading to the entire class. The teacher will give an example of what a short summary is using “somebody wanted but so” method. Technology Resources: Big book will be read aloud and sample readings will also be read off of the SmartBoard. Activity assessment: This activity will be addressed by the following checklist.
Listening Check List Could the students address the main point?
Yes/No
Can the student identify the main characters?
Yes/No
Can the students discuss with shoulder partners what they just heard?
Yes/No
Can the students a beginning, middle, and end?
Yes/No
Activity8: Mayflower Movies GLE: L2B2: Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye ).
Objective: Students will be able to sit quietly and focus on watching an educational video about the adventures of the Mayflower. Activity: During and educational video the students will be able to prepare for a video (lights out, eyes forward, mouths off, ears on) and maintain their focus to understand the main point of the video. The students will then participate in a group discussion over the video and what it was about. The teacher will then help the students learn how to write a chain of events diagram based off of what the students learned in the video. Technology Resources: The video will be watched on the SmartBoard and the chain of events diagram will also be displayed there too. Activity assessment: This activity is assessed by teacher observation but students need to make sure to meet the following criteria. Check marks: Students will receive a check mark for each “infraction” that caused any disruption to them or their classmates during the movie. For every two “infracts” the student will lose one point of his or her participate points. Infractions include but are not limited to the following: Does not corporate when preparing for the movie (cleaning off desk). Talking out loud. Getting up. Moving around in seat or on floor. Sleeping. Not watching the screen and looking “lost in space.”
6. Groupings Whole-class Vocabulary Word-Wall Chart Read Aloud Hardship Discussions Captain oh Captain game Small-group Presenting a skit. Reading aloud. Using maps. Individual Write a letter to home Design a brochure Reflection Daily Journal 7. Schedule Monday • Share and build background knowledge. • Engage students for their new adventure. • Minilesson
•
•
•
Tuesday Re-read the text Paired reading of complementa ry text. Minilesson on letter format.
Wednesday Partner read. Share letters with class (peer editing). • Oral debate that is teacher lead on who had • •
•
• •
Thursday Read a second complementa ry book with partners and discuss. Minilesson on brochure. Watch video
•
• •
Friday Group read last complementa ry book. Share brochures with class. Share personal
• • •
on purpose for listening. Read aloud and grand conversation Add to the Word Wall Write in daily journal.
• • •
Write letter back home. Discuss new words to add to word wall. Write in daily journal.
•
•
the hardest job on the ship. Presentation and skits will be presented. Write in daily journal new words for the day.
•
•
about the Mayflower. Design brochure. Write in Daily journal two new words (add to word wall).
•
hardships for closure. Engage students in preparation for next miniunit.
8. Literature Focus Unit Checklist Text- On the Mayflower by Kate Waters Required: _____1. Play “Captain” with the class. _____2. Letter back home. _____3. Create a brochure. _____4. Write a summary of the movie using four new words. Optional (Choose at least 2): ______ Create a Vocabulary Game ______ Complete a map showing your own personal adventures. ______ Create a poem about a personal hardship. Share the poem with the class. ______ Draw a picture from of something you visualized while reading the text. ______ Make a Venn diagram of two hardships you have had and how they relate to each other. ______ Create a poster that promotes the book to other students.
Date completed
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