Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

This six week interdisciplinary unit on westward expansion addresses numerous New York State standards in a hands on, student centered manner. Its centerpiece is Jane Leeuwen’s exciting novel Bound For Oregon, which depicts life as a westward pioneer. Students will be immersed in reading, writing, researching, and creating, as they learn about the lives of numerous historical figures and the events surrounding the American time period known as westward expansion.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

CONNECTIONS TO NYS LEARNING STANDARDS

(List Standard # and Key Idea #: Write out related Performance Indicators or Benchmarks.)

ELA Standard 1: Language for Information and Understanding – Students will speak and write to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

• present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts
• use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference
• observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms.

ELA Standard 2: Language for Literary Response and Expression- Students will listen and read for literary response involving comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

• understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives.

ELA Standard 2: Language for Literary Response and Expression – Students will speak and write for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multi-layered.

• present personal responses to literature that make reference to the plot, characters, ideas, vocabulary, and text structure
• explain the meaning of literary works with some attention to meanings beyond the literal level

Social Studies Standard 1: History of the United States and New York – Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York

• investigate key turning points in the United States history and explain why these events or developments are significant
• gather and organize information about the traditions transmitted by various groups living in their neighborhood and community

INITIATING ACTIVITY

1. Launch into this unit playing the title song from Will Smith’s "Wild, Wild, West" CD. Discuss and reflect on what the song is about.
2. Students, using Think, Pair, Share strategy, will complete the K and W columns on a KWL chart based on Westward Expansion (or the Wild West if students are unfamiliar with this term).

LEARNING EXPERIENCES

*** Many of the strategies listed can be found in Dimensions of Learning by Robert J. Marzano and Education by Design by Wendy Mobilia.***

Acquisition Experience: #1 (1 hour)

Teacher will introduce key graphic organizer QAD focusing on Who, What, Where, When, Why, and How. This organizer will be referred to throughout unit. Teacher will model how to use this organizer.

Then, teacher will initiate a listening, visualizing, sketching activity to construct meaning on pioneers and why they migrated west. Excerpts will include four short reading passages that depict pioneers moving for better way of life, religious beliefs, gold rush, and because they were orphaned:

Have students fold a sheet of paper into 4 quarters. Instruct them to listen as a passage is read. Students should use sketches and word phrases to note important parts of the passage. Discuss notes and illustrations with a partner. As a whole group, focus in on QAD graphic. Students should be able to answer the Who and Why in detail.

Acquisition Experience #2 (1 hour)

Review with students the "Indiana Jones" mindset that is to be adopted when reviewing documents. As a class, create a web focusing on known information about Lewis and Clark, and Sacajawea. Pass out documents focusing on Lewis and Clark, and Sacajawea ( I used journal entries and an illustration). In pairs, have students analyze documents and answer the questions:

1. List three things these documents tell that you think is important. Why?

2. List three things these documents tell you about life in the United States during these times.
3. Write a question that is left unanswered by these documents.

Closing discussion: Did you learn anything new? How do these people fit into American history?

Acquisition Experience #3 (1 ½ hours)

Teacher will introduce the novel Bound for Oregon, by Jean Leeuwen, by having students use "Five Words" Strategy in pairs. Reading packet is passed out, with a page for each chapter that directly corresponds to the ELA reading and writing standards. The reading strategy 3 minute pause is introduced and modeled by teacher. Students review how to link vocabulary words with symbols or pictures. This will be used as the primary vocabulary strategy.

Bound for Oregon is an excellent novel portraying life along the Oregon Trail, and will serve as the main teaching tool regarding life in a covered wagon. The whole book takes about 4 weeks to complete.

Acquisition Experience #4 (30 minutes)

Teacher will model in steps how to write a chapter summary using "Key Points" graphic organizer. Then, teacher will show how to transfer this to actual reading journal, and add personal reactions. This will be one the primary reading response activities throughout Bound for Oregon.

Acquisition Experience #5 (45 minutes)

Teacher will show overhead of map of United States during the 19^th century. Using "Numbered Heads", students will compare to a map of the U.S. today. Teacher will pose the question," What evidence in the map suggests that the way west might be difficult for pioneers?" With partner, students use graphic organizer to construct support for this statement. Then, students will use this organizer and word processing to write a paragraph using proper format to address this issue.

Acquisition # 6 (1 hour)

Using excerpt from textbook, students will partner read section detailing various land forms of the western United States. Students will add these land form vocabulary words to notebooks, using sketches and symbols. Using "Numbered Heads", students will make a list of each land form and how pioneers might have dealt with it on their journey west. Share with whole class.

Extension Experience # 1 ( 2 hours)

Students will read excerpts from Children of the Wild West and will construct support for how Native Americans felt during Westward Expansion. Teacher will model step by step procedure for writing a journal entry, including date, first person point of view, explanation of feelings, and incorporating actual facts into entry. Students will then write own journal entry detailing a Native American’s viewpoint, using supporting details from reading excerpts and class work.

Students will then compare and contrast the Native American viewpoint of westward expansion to that of the pioneer. How does perspective affect thought processes?

Extension Experience # 2 ( 2 weeks)

Students will choose 2 topics for independent study from a master list (see attachments). Projects will range from written to artistic in nature. Students will have 2 weeks to research and prepare projects. Time each day will be set aside for teacher "think aloud", researching, and conferencing. A variety of researching materials will be on hand in the classroom, as well as Internet sites. Parental assistance is encouraged.

CULMINATING PERFORMANCE

As a class, students will invent an Oregon Trail Guide Book. These guide books were popular amongst pioneers, detailing important information on everything from what to pack to what trails to take. The teacher and class will brainstorm a list of categories to be included in the guide book. Then, each category will be given to a pair of students to research, write, and illustrate. Depending on the category, students will rely on acquired knowledge from unit and further research to address category. The teacher will give each student a copy of the rubric ( see attachments) to be used at final evaluation time. This rubric will be explained in detail to help guide students’ final product.

Each pair’s work will be reviewed by another pair, who will suggest improvements. After all improvements have been made, each pair will assemble his/her part of the guide book. Pairs will complete a debriefing sheet describing what they did well, what gave them problems, what they learned, and what skills were practiced. As a class, the students and teacher will use the final rubric to assign an overall score. This will be done collaboratively.

PRE-REQUISITE SKILLS

It is assumed that students will be familiar with document based questions, and ways to analyze them.

It is also assumed that students have basic computer knowledge regarding word processing and researching.

MODIFICATIONS/ADAPTIONS

This unit was designed for a heterogeneous classroom. Every activity can be modified. Most activities make use of student dialogue, and teachers can organize student partners as necessary. A Consultant Teacher would work in well during research phases and the culminating project. This would allow this unit to be taught in an inclusionary manner, with little or no pull out, depending on IEP specifications.

UNIT SCHEDULE/TIME PLAN

Week 1:

• Launch activities - "Wild, Wild, West" song, and Think, Pair, Share using KWL organizer
• Introduce key graphic organizer for content: 5 W’s and How questions. Announce that these questions are the driving force behind this unit
• Listening, visualization, and sketching activity to construct meaning on pioneers and why people migrated west.
• Document analysis of Lewis, Clark, and Sacajawea
• Content reading assignment using 3 minute pause on Louisiana Purchase and Lewis and Clark
• Begin Bound for Oregon (See separate lesson plan packet for this novel), focusing on summarizing and reacting to reading assignments. Writing assignments will focus on diary entries and letters from various characters’ view points.
• Mapping activity of western states and land forms

Week Two:

• Continue reading Bound for Oregon, following lesson plan packet
• Prairie Schooner model on floor, and graphic organizer on what would be packed
• Compare/Contrast writing assignment on traveling in a covered wagon and traveling in a car
• Begin quilts in art class, and let students sew during daily read aloud sessions
• Bulletin board of animals, plants, objects, etc. found along trails
• Revisit key graphic organizer focusing on 5 W’s and How - revise and add to as necessary

Week Three:

• Continue reading Bound for Oregon, following lesson plan packet
• View various photographs of Oregon Trail and complete appropriate DBQ
• Read excerpts from Children of the Wild West - compare/contrast westward movement from white man and Native American view point
• Write diary entry from a Native American child using facts and inferences from book to give authenticity to piece
• Revisit original 5 W’s graphic organizer
• Work on quilts
• Introduce independent activity assignment

Week Four:

• Conclude reading Bound for Oregon, following lesson plan packet which focuses on culminating book activities
• Continue research on independent projects
• Finish work on quilt and describe experience
• Introduce Oregon Trail Travel Guide

Week Five:

• Celebrate independent research projects
• Finish work on Oregon Trail Travel Guide
• Using Think, Pair, Share Activity, complete L column on original KWL
• Revisit original graphic organizer and complete all information

Week Six:

• Publish Oregon Trail Travel Guides
• Using original graphic organizer, write essay about the westward expansion movement using essay format

TECHNOLOGY

• Word processing programs such as Print Master Gold, Microsoft Word and Ultimate Writing Center
• Web sites for teacher background and student research including:

www.worldbook.com

www.yahooligans.com

www.Eric.syr.edu

www.teleport.com

ASSESSMENT:

The following rubric is used for the culminating project and ties directly back into the standards. Other experiences are informally accessed throughout.

Rubric:

4 Points Each

Identifies Product or Process

Travel guide provides a unique solution for traveling west. Reflects a high level of creativity.

Revises Initial Product or Process

Revisions clearly bring the guide closer to fulfilling its purpose.

Meets Standards or Criteria

Travel guide meets criteria at a demanding level of quality

3 Points Each

Identifies Product or Process

Travel guide provides a good answer for traveling west.

Revises Initial Product or Process

Revises guide in ways that serve the purpose of the guide.

Standards or Criteria

Continues revising guide until it meets all criteria

2 Points Each

Identifies Product or Process

Travel guide will not adequately help others travel west.

Revises Initial Product or Process

Revises guide in ways that serve the purpose of the guide.

Meets Standards or Criteria

Revises guide until it meets minimum standards

1 Point Each

Identifies Product or Process

Travel guide has little relation to traveling west.

Revises Initial Product or Process

Revise guide but addresses only the most obvious problems.

Makes few, if any revisions and appears satisfied although obvious problems remain.

Meets Standards or Criteria

Travel guide does not meet any important criteria

Supplemental Material:

Bound For Oregon by Jean Van Leeuwen

Vocabulary

You will learn many new words from this book. Write down the chapter and the page for each vocabulary word. Write out what you think the word means. Write the sentence that the word is used in.

Bound For Oregon by Jean Van Leeuwen

Chapter 1

Describe the setting of this story so far.

List the characters that you meet in chapter one. Write an adjective that describes each one.

What is the problem in the story? What do you think will happen?

On the back of this sheet, write a diary entry from Mary Ellen Todd's view point. What happened today? Why are you concerned? What things did you overhear? How do you feel?

Bound For Oregon by Jean Van Leeuwen

Chapter 2

The saying "life is not fair" is very evident in This chapter. Write three things from this chapter that are not fair. How do the characters handle this unfairness?

Complete a Venn diagram showing what the Todd family packed for their journey and what you would pack on a 2,000 mile trip.

Bound For Oregon by Jean Van Leeuwen

Chapter 3

Use the graphic organizer to compare and contrast the roles of men/boys and women/girls. What are the daily chores of each? Who does what?

Visualize the thunderstorm. Use your 5 senses and the reading to describe it.

Sight-

Sound-

Touch-

Taste-

Smell-

Why does father read the 23^rd Psalm? What does it mean?

Bound For Oregon by Jean Van Leeuwen

Chapter 4

Write a diary entry from Mary Ellen, John, or Father’s point of view. What has your day been like?

Bound For Oregon by Jean Van Leeuwen

Chapter 5

Using the description on page 45, draw what this scene would look like. What five words could describe this scene?

Bound For Oregon by Jean Van Leeuwen

Chapter 6

Mary Ellen is very sad in this chapter. Write a letter to Grandma telling her all that had happened. How do you feel? What are your hopes and fears? Include at least 5 things in your letter that actually happened to you in chapter 6.

(

Bound For Oregon by Jean Van Leeuwen

Chapter 7

Write a summary of the events in this chapter.

What are your reactions to this chapter?

I

Bound For Oregon by Jean Van Leeuwen

Chapter 8

Write a summary of the events in this chapter.

What are your reactions to this chapter?

Bound For Oregon by Jean Van Leeuwen

Chapter 9

Turn this paper sideways and create a timeline for the events in this chapter.

Bound For Oregon by Jean Van Leeuwen

Chapter 10

Write a summary of the events in this chapter.

Write your reactions to this chapter.

Bound for Oregon by Jean Van Leeuwen

Chapter 11

Write a summary of the events in this chapter.

Write your reactions to this chapter.

Bound For Oregon by Jean Van Leeuwen

Chapter 12

Write a summary of The events in this chapter.

Write your reactions to this chapter.

Bound For Oregon by Jean Van Leeuwen

Chapter 13

This chapter is both heartbreaking and happy. Why?

Write your reactions to this chapter.

Bound For Oregon by Jean Van Leeuwen

Chapter 14

This chapter shows how challenging and discouraging it was to travel the Oregon Trail. It also shows why so many people never made it. Mary Ellen and her family are tough, courageous people. Give 5 examples from the book to show this.

Have you ever had an experience like Mary Ellen? What did you do when you felt like giving up?

‘It

Bound For Oregon by Jean Van Leeuwen

Chapter 15

List all the things that the Todd family has to be thankful for.

List ten Things that you have to be thankful for.

Bound For Oregon by Jean Van Leeuwen

Chapter 16

Compare/Contrast your Christmas celebrations to the Todd’s. How are they similar? How are they different? Be sure to use examples from the book.

How do you think the Todd family, or pioneers in general, would react to the way we celebrate birthdays and holidays today?