A Literature Circle Unit€¦ · Web view1. Assign each student a letter of the alphabet. 2. Have them think of a word that starts with that letter and depicts the book. Example:

A Literature Circle Unit on

The Sign of the BeaverBy: Elizabeth George Speare

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Level: 5th - 6th Grade

This realistic fiction story depicts the relationship between White man and Indian in the late 1760’s/early 1770’s. Two young boys from different cultures come to know and learn from each other. Through this unit, students will learn the history of early American life and settlement.

Designed by: Brooke Davis and Kristi Wietzke-Childers

Competencies and Goals from the North Carolina Department of Public

Instruction

Computer/Technology Skills Curriculum

Grade Level: 5

STRANDS: SI = Societal Issues; KU/WP/DTP = Keyboard Utilization/Word Processing/Desk Top Publishing; DB = Database; SS = Spreadsheet; T = Telecommunications; M/P = Multimedia/PresentationCompetency Goal 2

The learner will demonstrate knowledge and skills in the use of computer and other technologies. 2.1 Use technology tools to collect, analyze, and display data. (SI)

2.3 Use keyboarding skills to improve speed and accuracy. (KU/WP/DTP)

Competency Goal 3

The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information. 3.1 Create a product using information located in a database. (DB)

3.2 Evaluate the accuracy, credibility, and validity of data in a database. (DB)

3.3 Select search strategies to obtain information. (DB)

3.4 Select the most appropriate graph to display data and state reason. (SS)

3.5 Create modify a multimedia presentation citing sources of copyrighted materials. (M/P)

3.6 Participate in curriculum-based telecommunications projects as a class activity. (T)

3.7 Evaluate information found via telecommunications for appropriateness, content, and usefulness. (T)

Reading-

Exhibits the attitudes, habits, and dispositions of a reader.-Reads literary, informational, and practical materials beyond personal experience-Reads widely for pleasure for interest, or for learning-Makes comments and expresses feelings about characters beyond own experiences

Uses one or more of the following strategies as appropriate to construct meaning from text.

-Uses print and electronic resource materials such as dictionaries-Selects relevant passages or phrases to answer questions without necessarily reading the whole text-Visualizes rich description in written text

Constructs meaning from literary,informational, and practical texts-Reads literary, informational, and practical text-Recognizes the similarities and differences between selections-Supports recommendation, opinion, or argument by reference to evidence presented in text-Compares information from different sources-Compares different versions of the same stories from different cultures-Discusses authors purpose in a selection-Describes links between personal experiences and arguments and ideas in text

Social Studies-

The fifth grade study extends the focus to geographic regions of the United States, Canada, Mexico, and Central America. Students learn about the people of these nations and the physical environments in which they live. As they examine social, economic, and political institutions, students analyze similarities and differences among societies. Concepts for this study are drawn from history and the social sciences, but the primary discipline is cultural geography. Given the swiftness of change and our global information systems, students' examinations of these concepts must require continuous reference to current events and trends.

Strands: Individual Development and Identity, Cultures and Diversity, Historical Perspectives, Geographic Relationships, Economics and Development, Global Connections, Technological Influences, Government and Active Citizenship

COMPETENCY GOAL 1: The learner will apply key geographic concepts to the United States and other countries of North America.

Objectives 1.01 Describe the absolute and relative location of major landforms, bodies of water, and natural resources in the United States and other countries of North America.

1.02 Analyze how absolute and relative location influence ways of living in the United States and other countries of North America. 1.04 Describe the economic and social differences between developed and developing regions in North America. 1.05 Explain how and why population distribution differs within and between countries of North America. 1.06 Explain how people of the United States and other countries of North America adapt to, modify, and use their physical environment. 1.07 Analyze the past movement of people, goods, and ideas within and among the United States, Canada, Mexico, and Central America and compare it to movement today.

COMPETENCY GOAL 2: The learner will analyze political and social institutions in North America and examine how these institutions respond to human needs, structure society, and influence behavior.

Objectives 2.08 Describe the different types of families and compare and contrast the role the family plays in the societal structures of the United States, Canada, Mexico, and selected countries of Central America.

COMPETENCY GOAL 3: The learner will examine the roles various ethnic groups have played in the development of the United States and its neighboring countries.

Objectives 3.01 Locate and describe people of diverse ethnic and religious cultures, past and present, in the United States. 3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. 3.03 Identify examples of cultural interaction within and among the regions of the United States. 3.04 Hypothesize how the differences and similarities among people have produced diverse American cultures. 3.05 Describe the religious and ethnic impact of settlement on different regions of the United States. 3.06 Compare and contrast the roles various religious and ethnic groups have played in the development of the United States with those of Canada, Mexico, and selected countries of Central America.

COMPETENCY GOAL 4: The learner will trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries.

Objectives 4.02 Explain when, where, why, and how groups of people settled in different regions of the United States.

4.03 Describe the contributions of people of diverse cultures throughout the history of the United States.

Launch Activity

Characters MattGrandmotherAttean

SaknisMaSarahBen

Setting

1. Break students into groups of five. 2. Give each group a story board.3. Give each group member 4-6

sticky notes with possible story element clues written upon them.

4. Have students read and place their clues under what they think is the correct element for that clue.

5. Have each student recreate their story board on a sheet of paper, to be revisited later.6. Have small groups share their

opinions of story element clues in a whole group setting.

Possible Story Element Clues

MaineForestNear riverLate 1760’s – Early 1770’s

Plot/Action

Use of natureDogBearVillage

Problem/Goal

BeesTreatyPa DislikeLog cabin

Survival

Solution

Saved by Indians Friendship formedFamily arrivesLearns languageGains survival skills

Other Details

Robinson CrusoeBeaverInvitation to go northReadingTurtleQuincy, Massachusetts

The Sign of the BeaverSection 1 p. 1-18

CHARACTER SKETCHERYour job is to sketch one of the following characters: Matt, Ben, or Father

DISCUSSION DIRECTORYour job is to ask six questions, write the answers to your questions and identify the page and paragraph where the questions are found (if possible). Ask good thinking questions! Ask the following:

1 Prediction Question1 MCEOG1 Mood Question1 Cause and Effect2 “Thinking” Questions on your own

PASSAGE PICKERYour job is to pick 4 passages that exhibit the following:

1 foreshadowing1 figurative language (simile or metaphor)1 descriptive1 confusing

Write down the page and paragraph number of the passage, the first and last two words of the passage, and the reason you chose this passage (make sure you explain why!). Then, ask a question about your passage and give an answer. Finally, write down the author’s purpose (to describe, to entertain, to inform, or to persuade).

WORD WIZARD Your job is to complete your role sheet for five of the following words:

Clearing p. 1 par. 1Notch p. 1 par. 2Ruefully p. 5 par. 5Coaxed p. 8 line 6Horrid p. 9 par. 1Despised p. 16 par. 1Begrudging p. 17 par. 1Rage p. 18 par. 4

TRAVEL TRACERYour job is to plot the places that are mentioned in this section on a map. Draw your own map to represent the movement of Matt and his father. Be sure to list the page number(s) from the text where you have found this information.

EXAMPLE


CHARACTER SKETCHERYour job is to sketch one of the following characters: Matt, Grandfather, or Attean


1 Problem and solution Question1 Mood Question1 Characterization Question1 Cause and Effect Question2 “Thinking” Questions on your own


1 informative1 important

1 descriptive1 confusing



Endure p. 22 par. 2Resentful p. 27 par. 6Awkward p. 29 par. 7Incomprehensible p. 31 par. 4Defiance p. 31 par. 5Savage p. 32 par. 1Finicky p. 33 par. 6Salvage p. 38 par. 4

SUMMARIZERYour job is to summarize what has happened and discuss the major issues that you have read to this point in the book.

EXAMPLEMatt’s family is from Massachusetts. He and his father went to Maine to build a home and settle near the Penobscot River. His father has just left Matt to go back to Massachusetts to get the rest of the family. He has left him with a rifle so he can kill animals to survive. One day a stranger comes along. Matt thinks it is an Indian or his father. Finding that it is not either of them, he invites the man into the house. He is kind to the stranger but the stranger is not so kind to him. After eating Matt’s food and getting sleep, he sneaks off with Matt’s gun. Now what is Matt to do for survival?


CONNECTORYour job is to connect the book to yourself. Write a paragraph connecting the following passage from the book to your life.

Page 54 paragraph 2 “Yet he did not think this would happen. For some reason he could not explain to himself, he trusted Attean. He didn’t really… They didn’t like each other, but they were no longer enemies.”

EXAMPLEThis passage reminds me of a girl I knew in elementary school. Her name was

Samantha Wise. She was one of those girls who was bigger than everyone else and pushed others around. Sam, as she preferred to be called, didn’t have a lot of friends on account of her bossy personality. Not only was I not fond of her, I could not stand her. She had gotten me in a lot of trouble with our fourth grade teacher the year before.

She had gotten into Leslea Graham’s book bag and taken her twenty-dollar bill that she brought for her lunch account. Well, when lunchtime rolled around, Leslea went to get her money and it wasn’t there. Of course Leslea told our teacher that it was missing. Mrs. Hammond approached the class about the missing money, but no one would own up to taking Leslea’s money. This angered Mrs. Hammond and she said that when she found out who had taken the money, they were going to be in some serious hot water with her and Mr. Shook, the principal.

The next morning when I got to school, Mrs. Hammond said that she wanted to see me in the hall. I knew something was wrong because she had an awful scowl on her face. As we walked into the hallway, she pulled the door shut behind her. She then began to scold me for taking Leslea’s money. When I told her that I didn’t know what she was talking about, her voice got even angrier. “Don’t try to get out of this, missy,” she said. “Someone told me this morning that she saw you take it from Leslea’s book bag yesterday morning, and that you had put it in your desk. When I went to look in your desk, there it was nestled inside of your spelling book. I cannot believe that you would do this. You and I are going to march down to Mr. Shook’s office this minute,” she snapped.

I tried to plea my case, but to no avail. I ended up getting in-school suspension for three days and having to do clean up in the cafeteria every afternoon for a week. When I walked back into the classroom, the only person to seem interested that I had returned was Sam. She watched me like a hawk as I walked across the room to get my stuff. A guilty smirk spread across her face when she realized I had seen her watching me, and I knew right then that she had been the one to set me up. From that day forward, I vowed I would never speak to that evil girl again; at least that’s what I had thought.

The next year, she and I had a science class together. Our teacher assigned us a volcano project that had to be done with a partner. Unfortunately for me, we didn’t get to pick our partners; Mr. Holt picked them for us. Lucky me, I got stuck with Sam. We were given two weeks to complete our volcano, and during the two days we were given to do it in class, Sam and I just argued. Needless to say, we did not get a whole lot done and had to meet at my house for two Saturdays to work on it. During that time, Sam opened up to me about her family life at home. Let’s just say it was not what you’d call the greatest, or even good for that matter. I just listened, I didn’t know what else to do. When we finished the project, she said that she was glad that we had gotten paired up and apologized for getting me into so much trouble the year before.

I forgave her and told her that I was glad to have gotten to work with her too. From that day forward, I didn’t really mind having her in my classes. I cannot say that I really liked her, but at least I didn’t consider her my enemy anymore.


1 Prediction Question1 Characterization Question1 Setting Question1 Problem/ solution Question2 “Thinking” Questions on your own


1 informative1 important1 interesting1 controversial



Dumfounded p. 39 par. 6Partridge p. 41 line 5Nonchalantly p. 41 line 10Scowl p. 47 par. 3Vanished p. 50 par. 1Wary p. 52 par. 4Plodded p. 57 par. 8Disgruntled p. 58 par. 2

ARTFUL ARTISTYour job is to develop a creative way to respond to the events and the themes in the text. You may choose to write a poem or song, create a three-dimensional representation, or paint a picture.

EXAMPLESummer timeTeachingReadingAndNew ways to survive

GrowthEarningRespectSecrets of the forest


ACTIVITY ACTIVATORYour job is to work with your group to create a graphic organizer that compares and contrasts the White man and the Indian. Choose from one of the following graphic organizers: Double Bubble or Venn Diagram

EXAMPLE


1 Compare/contrast Question1 MCEOG Question1 Sequence Question1 Cause and Effect Question2 “Thinking” Questions on your own


1 foreshadowing1 frightening1 sad/melancholy1 intriguing

Write down the page and paragraph number of the passage, the first and last two words of the passage, and the reason you chose this passage (make sure you explain why!). Then,

ask a question about your passage and give an answer. Finally, write down the author’s purpose (to describe, to entertain, to inform, or to persuade).


Envious p. 59 par. 1Chagrined p. 60 par. line 2Sinew p. 62 line 5Indignant p. 64 par. 3Concealed p. 64 line 5Shrewdly p. 66 par. 1Mocking p. 67 line 7Translate p. 69 par. 4

SUMMARIZERYour job is to summarize what has happened and discuss the major issues that you have read to this point in the book.


CHARACTER SKETCHERYour job is to sketch one of the following characters: Matt or Attean


1 Problem/ Solution Question1 Characterization Question1 Mood Question1 Cause and Effect Question2 “Thinking” Questions on your ownPASSAGE PICKERYour job is to pick 4 passages that exhibit the following:

1 figurative language 1 important1 descriptive1 historical



EXAMPLE of Figurative Language

p. 76 par. 1

Thinking of his father…What could have kept his father so long?

I chose this passage because I like the use of the metaphor. I can see a picture of a snake slithering in and out of his mind.

Question: What does Matt mean by “snake of worry”?

Answer: The snake is his thoughts. He can’t help but wonder where his father is and if he is safe.

Purpose: describe


Hideously p. 76 par. 3Entranced p. 77 par. 7Pungent p. 78 par. 2Ghastly p. 78 par. 3Medley p. 78 par. 3Garments p. 78 par. 3Gestures p. 80 par. 4Contortions p. 81 par. 2

INVESTIGATOR*Note to teacher: This job is not complete. It will take some preparation on your part. You will need to pull sources that include the pertinent information for the students in advance so they can answer the questions below.

Your job is to examine other sources (web, content texts, encyclopedias, etc.) to learn about Indian celebrations. What are they like and what is the purpose of them?

Write a paragraph describing what a typical Indian celebration would look like (What do they wear? Where do they have them? How do they decorate?), under what circumstances they would occur, and what happens during the celebration (what do the boys, girls, men, and women do)? Explain how an Indian celebration is alike and/or different from a celebration you might have had in your life. Find three additional facts about Indian celebrations that you find interesting to share with your group.


CHARACTER SKETCHERYour job is to sketch one of the following characters: Grandmother or Marie


1 Prediction Question1 MCEOG1 Mood Question1 Cause and Effect2 “Thinking” Questions on your own

EXAMPLE of MCEOG question Why doesn’t Attean’s grandmother want Matt to be at her home?

a. she is not ready for visitorsb. she does not like the white manc. Attean is not homed. She does not care what happens to Attean’s dog


1 frightening1 symbolism1 descriptive1 persuasive



Scarlet p. 90 par. 1Birches p. 90 par. 1Aspens p. 90 par. 1Trespasser p. 91 par. 2Menacing p. 93 par. 1Gaunt p. 94 par. 3Gloating p. 100 par. 2

Disgraced p. 105 line 3

CONNECTORYour job is to connect the book to yourself. Write a paragraph connecting the following passage from the book to your life.

Page 102 paragraph 1

“…It was no accident, he knew, when an elbow jabbed suddenly into his right eye. These boys were putting him to the test.”


CHARACTER SKETCHERYour job is to sketch the character not sketched in section five: Matt or Attean

EXAMPLE

Character Traits

1. traditional – page 107, paragraph 3 through paragraph 1 on page 108Attean is traditional because he believes in and carries out the customs of his Indian heritage. For example, he was going out alone into the woods to find his manitou, or spirit. While in the wilderness, “he would sing the songs that his grandfather had taught him, and repeat the ancient prayers of his people.”

2. honest – page 109, paragraph 2 through line 1 on page 110Attean is honest because he promised Matt he would return to see him after finding his manitou, and he did.

3. understanding – page 115, paragraph 2-6Attean is understanding when he tells Matt that he realizes why he is choosing to stay behind, and that he would do the same thing if his father were still alive.

Character Goal: Attean’s goal is to find his manitou.

Problem: Attean’s problem is that until he has his manitou he cannot “take his place as one of the men of his family.”

Solution: He finds his manitou.

Sketch of Character:

DISCUSSION DIRECTOR

Your job is to ask six questions, write the answers to your questions and identify the page and paragraph where the questions are found (if possible). Ask good thinking questions! Ask the following:

1 Prediction Question1 MCEOG Question1 Compare/contrast Question1 Sequence Question2 “Thinking” Questions on your own


1 dialect1 melancholy/sad1 step by step1 confusing




Anxiously p. 109 par. 2Dreaded p. 109 par. 5Persisted p. 111 par. 12Stubborn p. 113 par. 3Envied p. 113 par. 4Comradeship p. 114 line 1Scarce p. 116 par. 1Reckoned p. 117 par. 6

ARTFUL ARTISTYour job is to develop a creative way to respond to the events and the themes in the text. You may choose to write a poem or song, create a three-dimensional representation, or paint a picture.


CHARACTER SKETCHERYour job is to sketch one of the following characters: Ma, Pa, or Sarah


1 Theme/moral Question1 MCEOG1 Mood Question1 Genre Question2 “Thinking” Questions on your own


1 surprising1 important1 descriptive1 entertaining



Meager p. 120 par. 2Caribou p. 121 par. 2Determined p. 123 par. 2Sparingly p. 124 par. 2Curiosity p. 126 line 5Spunky p. 126 line 6Contented p. 129 par. 1Floundering p. 130 par. 4

EXAMPLE1. spunky – page126, line 62. “She was spunky enough to try almost anything.”3. brave; daring4. adjective5. Someone who is spunky is likely to skydive, swim with sharks, and pick on

someone who is twice their size.6. word wizard card

INTERNET INVESTIGATORYour job is to go to www.milohistorical.org/history/beaver.htm and read “The Survival Story” by Elizabeth George Speare.

After reading the selection, answer the following questions:

1. How does the author describe her book The Sign of the Beaver?2. How did Elizabeth get the idea for this book?3. What did she discover about the book, The History of Milo, that she found in the

library?4. Read paragraphs 2 and 3. Write a paragraph comparing this story to The Sign of the

Beaver.

Closure Activity1. Have students return to their groups with their drawings from the

launch activity.2. Give each group a pack of sticky notes.3. On the sticky notes, have them write the original story element clues

from their drawings and recreate the story board.

http://www.milohistorical.org/history/beaver.htm

4. Upon completion of the clues, have students discuss their original ideas and how they have changed after reading the story.

5. During discussion students should move sticky notes to the correct story element and be able to justify their movement(s).

6. Using some of the remaining sticky notes, have individual group members write other clues, add them underneath the correct story element, and discuss their ideas with the group.

7. Have each group member recreate their new story board on a sheet of paper.

8. Once the small groups have completed step 6, have each group present their story board to the class.

Extension Activity

Students will create an “ABC Book.”1. Assign each student a letter of the alphabet.2. Have them think of a word that starts with that letter and depicts the book.

Example: A is for Attean B is for beaver C is for cabin

3. Give each student a sheet of construction paper to write the letter and word, draw an illustration, and write a sentence that explains the use of the chosen word.4. When all students have completed their page, assemble them into a class book.

Documents

A Literature Circle Unit€¦ · Web view1. Assign each student a letter of the alphabet. 2. Have them think of a word that starts with that letter and depicts the book. Example: