Laura Ingalls Wilder/ The Westward Movement

STANDARDS:

• ENGLISH LANGUAGE ARTS :

Standard 2: Language for Literary Response and Expression

• SOCIAL STUDIES:

Standard 1: History of the United States, an analysis of the development of American culture

UNIT THEME:

Students will read, On the Banks of Plum Creek by Laura Ingalls Wilder. They will examine authentic artifacts, make nine-patch quilts, visit and participate in a one-room schoolhouse experience, rewrite the book in picture book format, sample and cook recipes from Laura's cookbook, recite and sing music and poetry from that time period, write a script and perform for Reader's Theater and be video-taped, do research on why the westward movement took place and give an oral report. The purpose of this unit is to give children an understanding as to why the westward movement took place and the impact it had on pioneer families, as well as, our own values, practices and traditions.

DECLARATIVE KNOWLEDGE: (The student knows)

• Why the westward movement took place in America
• What is was like to attend a one-room schoolhouse
• Laura Ingalls Wilder and her family represent the impact the westward movement had on pioneer families, values, practices, music, and traditions in America
• Facts about Laura and her family

PROCEDURAL KNOWLEDGE(The student knows how to)

• Work in a team, and collaboratively
• Make a finished nine-patch quilt
• Write a script and perform for Reader's Theater
• Rewrite a book in picture book format
• Give an oral presentation
• Recognize artifacts
• Use Microsoft Word, Grolier's and bookmarked sites on the Internet
• Write a book report

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WEEK 1: (Acquire and Integrate Knowledge)

• Launch Activities-"Name That Artifact Contest"

K-W-L on the pioneers

Bulletin Board on the Ingalls

• Map of Laura's Homes and team worksheet
• Begin On the Banks of Plum Creek
• Laura Ingalls Wilder bookmarks
• Notes, vocabulary, spelling words on the westward movement
• Begin quilts
• Make Fried Apples 'n Onions
• Old Dan Tucker on overhead, do choral reading
• Read the text, discuss and write about, the pioneer movement

WEEK 2:

• On the Banks of Plum Creek read as a script
• Review notes and vocabulary on the westward movement
• Test spelling
• Old Dan Tucker copied and illustrated in hardcover books
• Computer lab - Grolier's and Internet research on Laura and the westward movement
• Share and discuss rubric for westward movement essay
• Collaborative pairs graphic organizer and rough draft essay on the westward movement
• Add to the L column on their working K-W-L graphic organizer
• Notes on Laura Ingalls Wilder team activity for main ideas
• Work on quilts
• Slides on Laura and her family
• Make and taste skillet bread

Week 3: (Refine and extend knowledge)

• Collaborative pairs critical thinking activity-questions for them to answer, and discuss, as if they were pioneers moving west.
• Published copy of westward movement essay
• Share and discuss rubric for oral report
• Oral presentation of westward movement essay
• Test on notes and vocabulary
• Begin picture books
• Work on quilts
• Invite a local fiddler to play Pa's music for the children
• Begin scripts

Week 4:

• Work on picture books
• Billy Boy as a choral reading, copy and illustrate as a poster
• Work on scripts for Reader's Theater
• Finish quilts and display
• Laura's poetry team activity
• One-room schoolhouse activity-the children and teacher dress in clothing of the time, attend a one-room schoolhouse, do lessons from books from that time period
• Write a book report on On the Banks of Plum Creek

Week 5: (Meaningful Use Task)

• Children write a comparative essay on schools today and yesterday
• Children perform for Reader's Theater, make a video tape, and have a premiere showing
• Children finish their picture books and read them to younger classes, in the library