A Brave New World 4th

A Brave New WorldThanksgiving Lessons This is a unit centered on the history and myths of the first Thanksgiving. It branches off, and includes ideas about overcoming stereotypes, understanding human strength, compassion and courage, comparing and contrasting the past with the present, and using library resources and technology to conduct research opportunities in authentic and meaningful ways. It meets a variety of grade level language arts standards. The key language arts standards are presented along with key grade level math, science and social studies standards, as well as a correlation with the Information Literacy Standards.

Learners This unit is geared for a fourth grade class in a rural school consisting of approximately 20 students. These students range from below-average to average based on Istep and NWEA test results. They tend to be frustrated with school. Many are kinesthetic learners and would benefit from hands-on learning and connections to their own life. The classroom teacher will teach this unit while working in collaboration with the media specialist. The media specialist will assist in the use of library materials and technology. Each day’s activities and readings begin with a springboard (or initializing) activity, involves information exploration and active involvement and incorporates a transition to the next lesson and closure at the end of the unit.

Expected Outcomes and Purpose This unit will encompass a 3 week timeframe (15 sessions): 1 hour, 15 minutes per session. The purpose of this unit is for students to use guided inquiry to separate fact from fiction regarding information about the first Thanksgiving, and to make connections in a variety of ways. Expected outcomes are as follows: • Students will investigate realities of the first Thanksgiving through print and electronic sources. • Students will differentiate between myths and realities of the first Thanksgiving.

• • • •

Students will gain an appreciation of diverse personalities, cultures and times. Students will compare the past with the present as it relates to the celebration of Thanksgiving and everyday life. Students will use library and technology resources to conduct research opportunities and present their findings to peers. Students will gain knowledge of how lifeskills are exhibited in times of change and hardship.

Lesson Resources and Materials Books: Bruchac, Joseph. Squanto’s Journey. Harcourt: Orlando, Florida. 2007. Dalgliesh, Alice. The Courage of Sarah Noble. Alladin Books: New York. 1991. Devlin, Wende and Harry. Cranberry Thanksgiving. Alladin Books: New York. 1990. Nature’s Children Animal Series. Grolier: Danbury, Connecticut. 2008. Osborne, Mary Pope and Natalie Pope Boyce. Pilgrims. Random House: New York. 2005. Osborne, Mary Pope. Thanksgiving on Thursday. Random House: New York. 2002. World Book Encyclopedia. World Book: Chicago. 2009. Websites: http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary /ILS_Correlations.shtml http://nces.ed.gov/nceskids/createagraph/default.aspx http://web.ebscohost.com/srck5/search? vid=2&hid=103&sid=35d0831d-b31d-440d-bbb9c5754cbe8769%40sessionmgr111 http://www.big6.com/kids/3-6.htm http://www.plimoth.org/ http://www.oceanspray.com/kids/ http://www.randomhouse.com/kids/magictreehouse/ Materials: Accompanying PDF documents

Teaching/ Learning Strategies Day 1:

4th grade standards Before reading: Discuss what it means to stereotype. During reading: Teacher read Cranberry Thanksgiving, by Wende Devlin. After reading: Serve cranberry bread (recipe from book). View and taste other cranberry products (fresh, dried, juice, sauce, etc.) After visiting the ocean spray website, write an informational piece describing the growing and harvesting of cranberries and the beneficial effects that cranberries have on our health..

Language Arts: 4.4.2 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements for a piece of writing. 4.4.3 Write informational pieces with multiple paragraphs that: • provide an introductory paragraph. • establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. • include supporting paragraphs with simple facts, details, and explanations. • present important ideas or events in sequence or in chronological order. • provide details and transitions to link paragraphs. • conclude with a paragraph that summarizes the

Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates

points. • use correct indention at the beginning of paragraphs. 4.4.4 Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and posing and answering a question. Science: 4.4.9 Explain that food provides energy and materials for growth and repair of body parts. Recognize that vitamins and minerals, present in small amounts in foods, are essential to keep everything working well. Further understand that as people grow up, the amounts and kinds of food and exercise needed by the body may change. 4.4.10 Explain that if germs are able to get inside the body, they may keep it from working properly.

Understand that for defense against germs, the human body has tears, saliva, skin, some blood cells, and stomach secretions. Also note that a healthy body can fight most germs that invade it. Recognize, however, that there are some germs that interfere with the body's defenses. Technology: Model Internet search techniques. Discuss strategies to determine reputable websites. Show http://www.oceanspray.com/kids/. Read about the history and growing/ harvesting of cranberries. Sequence the steps in growing/ harvesting cranberries. Imbedded lifeskill: respect

Day 2: 4th grade standards Before reading: Introduce new vocabulary (toil, crisp, burly, fowl, slither, hearth, muskets, cured, community, pouch) found in Thanksgiving on Thursday, by Mary Pope Osborne “Wheel of Fortune” style. During reading: Ask for volunteers to read chapters 1-5. Use story element bookmarks to mark

Language Arts: 4.3.1 Structural Features of Literature: Describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and other tales. 4.3.2 Analysis of Grade-LevelAppropriate Literary Text: Identify the main

Information Literacy Standards ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information ILS 6: Generates Knowledge

setting, conflict, events of the plot, rising action, including their climax, and causes and the denouement. effects of each event on future After reading: actions, and the Discuss the difference between major theme from the story action. fiction and nonfiction. Identify text as historical fiction. Technology: Introduce website, http://www.randomhouse.com/kids/magictreehouse/, play games. Imbedded lifeskill: cooperation

Day 3: Before reading: Review vocabulary words from yesterday by playing memory with word cards and definition cards. During reading: Popcorn read (Sound a chime to switch readers) Thanksgiving on Thursday, chapters 6-10. Continue with story element book marks. After reading: Retell the story using the story element bookmarks.

4th grade standards Information Literacy Standards Language Arts: ILS 2: Evaluates 4.3.1 Structural Information Features of ILS 3: Uses Literature: Information Describe the ILS 5: Appreciates differences of Information various imaginative ILS 6: Generates forms of literature, Knowledge including fantasies, fables, myths, legends, and other tales. 4.3.2 Analysis of Grade-LevelAppropriate Literary Text: Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action.

Technology: Return to website , http://www.randomhouse.com/kids/magictreehouse/, get passport and stamp. View Mary Pope Osborne/ Will Osborne speech discussing the origins of the series and the introduction of the non-fiction research guides. Imbedded lifeskill: gratefulness

Day 4: 4th grade standards Before reading: Language Arts: Introduce 4.3.1 Structural vocabulary found in Features of Squanto’s Journey - Literature: exchange, anchor, Describe the honor, captive, differences of courage, language, various imaginative accompany sachem, forms of literature, strength, pniese, including fantasies, symbolize, fables, myths, interpreter, envoy, legends, and other listen, entwine by tales. having students 4.3.2 Analysis of type in the words Grade-Levelinto Word and right Appropriate clicking, and Literary Text: clicking on Look up. Identify the main events of the plot, During reading: including their Choral read causes and the Squanto’s Journey effects of each on Powerpoint. event on future After reading: actions, and the Discuss voice (who is telling the story) major theme from the story action. and the Native American’s perspective. Complete “Count Your Blessings” in the lapbook. Technology: Word Imbedded lifeskill: resiliency

Information Literacy Standards ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information ILS 6: Generates Knowledge

Day 5: 4th grade standards Before reading: Begin a KWL chart about the first Thanksgiving. Students contribute what they think they know about the first Thanksgiving, and add questions they may have. This is an ongoing activity throughout the unit. As myths are busted, new questions formulated or new learning is acquired, the KWL chart will transform. Also ongoing is a timeline located on the cover of the lapbook. Students will add events to the dates as they are learned. During reading: Teacher read chapters 1 and 2 from Pilgrims (the non-fiction companion to Thanksgiving on Thursday). Students read chapter 3 “The Wampanoag” on their own. After reading: Students visit

Language Arts: 4.4.2 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements for a piece of writing. 4.4.3 Write informational pieces with multiple paragraphs that: • provide an introductory paragraph. • establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. • include supporting paragraphs with simple facts, details, and explanations. • present important ideas or events in sequence or in chronological order. • provide details and transitions to link paragraphs. • conclude with a paragraph that

Information Literacy Standards Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates

Plimouth Plantation online to learn more about the Wampanoag Indians. Each student will write a multi-paragraph essay about the Wampanoag Indians based on their homes, dress, diet and religion.

summarizes the points. • use correct indention at the beginning of paragraphs. 4.4.4 Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and posing and answering a question.

Technology: Visit http://www.plimoth.org/, go to “Education Programs”, then “Online Learning Center.” Imbedded lifeskill: resourcefulness

Day 6: 4th grade standards Before reading: Language Arts: Students choose 4.2.1 Structural four questions from Features of the W part of the Informational KWL chart to write and Technical on their lapbook. As Materials: answers are found Use the throughout the organization unit, students write of them on the pullinformational out tab. text to strengthen During reading: comprehensio Round-robin read n. chapter 4- 5 of 4.2.2 Analysis of Pilgrims, “Hard Grade-LevelTimes” and “A Big Old Feast.”

Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information ILS 6: Generates Knowledge

After reading: Explain to students what constitutes a primary source document. Investigate the letter from Edward Winslow on the Plimouth Plantation website, “The Evidence.”

Appropriate Nonfiction and Informational Text: Use appropriate strategies when reading for different purposes. 4.2.3 Draw conclusions or make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations 4.2.4 Evaluate new information and hypotheses (statements of theories or assumptions) by testing them against known information and ideas. 4.2.5 Compare and contrast information on the same topic after reading several passages or articles. 4.2.6 Distinguish between cause and effect and between fact and opinion in

informational text. 4.2.8 Identify informational texts written in narrative form (sometimes with undeveloped characters and minimal dialogue) using sequence or chronology. Social Studies: 4.1.1 Native American Indians and the Arrival of Europeans to 1770. Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans. Technology: revisit http://www.plimoth.org/. Imbedded lifeskill: generosity

Day 7: 4th grade standards Before reading: List Language Arts: foods eaten at the 4.2.1 Structural first Thanksgiving Features of on corn cobs for the Informational and lapbook. Discuss Technical Materials: nutritional value. Use the organization of During reading: informational text Read chapter 6- 7 to strengthen of Pilgrims, comprehension. “Plymouth Grows” 4.2.2 Analysis of and “The Future.” Grade-LevelAfter reading: Conduct the “Share Appropriate Nonfiction and What You’ve Informational Text: Discovered”

Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information ILS 6: Generates Knowledge

activity on the Plimouth Plantation website.

Use appropriate strategies when reading for different purposes.

Technology: revisit http://www.plimoth.org/, go to the education online learning center. Imbedded lifeskill: wellness

Day 8: 4th grade standards Before reading: Fill Language Arts: in the graphic 4.4.4 Use logical organizer “The First organizational Thanksgiving” structures for answering who, providing what when, where, information in why. writing, such as chronological order, During reading: cause and effect, Refer back to the similarity and unit’s readings to difference, and fill in gaps. Create posing and Powwerpoint slide. answering a After reading: Students will create question. 4.4.5 Research a Powerpoint Process and presentation Technology: revealing truths Quote or about the first paraphrase Thanksgiving. This information activity will be sources, citing ongoing. Students them appropriately. will add to the presentation during 4.4.7 Use multiple reference materials their computer lab and online time. information (the Internet) as aids to writing. 4.4.9 Use a computer to draft, revise, and publish writing,

Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates

demonstrating basic keyboarding skills and familiarity with common computer terminology. 4.1.16 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Distinguish fact from opinion and fact from fiction in historical documents and other information resources and identify the central question each narrative addresses. Technology: Powerpoint Imbedded lifeskill: curiosity

Day 9: Before reading: Create a Venn diagram comparing life in colonial times to life now. Introduce vocabulary from The Courage of Sarah Noble (heather, impatience, moccasins, mortar, outlandish, palisade, pestle,

4th grade standards Language Arts: 4.3.1 Structural Features of Literature: Describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and other tales. 4.3.2 Analysis of

Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information ILS 6: Generates Knowledge

quivers, savages, solemn, squaw, wigwam). During reading: Read chapters 1-4 of The Courage of Sarah Noble. After reading: Google “Alice Dalgliesh.” Discuss reputable websites. Students will read chapters 5-7 of The Courage of Sarah Noble for homework.

Grade-LevelAppropriate Literary Text: Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action. 4.3.3 Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions. 4.3.6 Determine the theme. 4.3.7 Identify the narrator in a selection and tell whether the narrator or speaker is involved in the story. Social Studies: 4.1.2 Native American Indians and the Arrival of Europeans to 1770. Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups

adapted to and interacted with the physical environment. Technology: Google Imbedded lifeskill: perseverance

Day 10: 4th grade standards Before reading: In Language Arts: community circle, 4.3.1 Structural pass around a rag Features of doll and retell the Literature: story thus far. Describe the differences of During reading: Read chapters 8- 11 various imaginative forms of literature, of The Courage of including fantasies, Sarah Noble. fables, myths, After reading: legends, and other Complete the tales. “Measuring Fear” 4.3.2 Analysis of activity for the Grade-Levellapbook. Use Appropriate information to Literary Text: create a bar graph Identify the main online. events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action. 4.3.3 Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions.

Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information ILS 6: Generates Knowledge

4.3.6 Determine the theme. 4.3.7 Identify the narrator in a selection and tell whether the narrator or speaker is involved in the story. Math: 4.6.2 Interpret data graphs to answer questions about a situation. Social Studies: 4.1.2 Native American Indians and the Arrival of Europeans to 1770. Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment. Technology: http://nces.ed.gov/nceskids/createagraph/default.aspx Imbedded lifeskill: courage

Day 11- 15: Before reading: Introduce The Big 6 model of inquiry (Task Definition,

4th grade standards Language Arts: 4.5.3 Research Application:

Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information

Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation). Discuss animals that Sarah Noble may have encountered in the forest and list. Each student chooses one of the animals to research. During reading: Students will use the “Nature’s Children” series of books, World Book encyclopedias, and INSPIRE to compile information about chosen animal, concentrating on the food chain/ web. After reading: Students will choose presentation method (Powerpoint, poster project, or videotaped report with props). Students will present while classmates choose facts from the report to fill in lapbook “Forest Animal” organizer.

Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: • includes information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors) • demonstrates that information that has been gathered has been summarized. • organizes information by categorizing it into multiple categories (such as solid, liquid, and gas or reduce, reuse, and recycle) or includes information gained through observation. 4.5.4 Write summaries that contain the main ideas of the reading selection and the most significant details. 4.5.6 Write for different purposes (information, persuasion,

ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates

description) and to a specific audience or person. Science: 4.4.3 Observe and describe that organisms interact with one another in various ways, such as providing food, pollination and seed dispersal. 4.4.4 Observe and describe that some source of energy is needed for all organisms to stay alive and grow. Technology: http://www.big6.com/kids/3-6.htm and INSPIRE KIDS- http://web.ebscohost.com/srck5/search? vid=2&hid=103&sid=35d0831d-b31d-440d-bbb9c5754cbe8769%40sessionmgr111 Imbedded lifeskill: organization

Connection to Outcomes Students will be evaluated on completion of assignments based on writing rubrics. Lapbooks will be used as a portfolio assessment. In addition, a checklist will be created for students to self-assess, for teachers to assess students, and for students to assess teachers and resources.