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Sarah, Plain and Talland

SkylarkAbby McCall, Megan Shell, Caitlyn Council

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Goals 2 and 3 from NCSCOS- Social StudiesNCSCS GOALS AND OBJECTIVES:

3rd Grade Social StudiesCompetency Goal 2

The learner will analyze the multiple roles that individuals perform in families, workplaces, and communities.

Objectives2.01 Distinguish and compare economic and social roles of children and adults in the local community to selected communities around the world.2.02 Analyze similarities and differences among families in different times and in different places.2.03 Describe similarities and differences among communities in different times and in different places.

Competency Goal 3

The learner will examine how individuals can initiate change in families, neighborhoods, and communities.

Objectives3.01 Analyze changes, which have occurred in communities past and present.3.02 Describe how individuals, events, and ideas change over time.3.03 Compare and contrast the family structure and the roles of its members over time.

3rd Grade English Language ArtsCompetency Goal 2

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, or viewing by:

setting a purpose. previewing the text. making predictions. asking questions. locating information for specific purposes. making connections. using story structure and text organization to comprehend.

2.03 Read a variety of texts, including: fiction (short stories, novels, fantasies, fairy tales, fables). nonfiction (biographies, letters, articles, procedures and instructions, charts, maps). poetry (proverbs, riddles, limericks, simple poems). drama (skits, plays).

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

author's purpose. plot. conflict. sequence. resolution. lesson and/or message. main idea and supporting details. cause and effect. fact and opinion. point of view (author and character). author's use of figurative language (e.g., simile, metaphor, imagery).

2.05 Draw conclusions, make generalizations, and gather support by referencing the text.2.06 Summarize main idea(s) from written or spoken texts using succinct language.

Main Novel:Sarah, Plain and Tall By Patricia MacLachlan1985, Harper CollinsGrade 3

Sarah, Plain and Tall is a classic story that gives students a good look into family life as a pioneer on the prairie. Anna and Caleb lost their mother during childbirth and their papa, Jacob, advertises for a new wife to join them. He is answered by Sarah Wheaton of Maine. This story tells of her first year of life in the prairie. The family encounters many challenges faced by the early settlers of the United States prairie. Anna and Caleb fear Sarah will leave them as she struggles to adjust to such a different life. At the end of the story, Sarah makes the decision to stay in the prairie and begins her life there.

SkylarkBy Patricia MacLachlan1996, HarperCollins Grade 3

Skyalrk continues the story begun in Sarah, Plain and Tall. This story depicts one of the biggest challenges of life on the prairie, drought, and all that comes with it. As drought begins to affect the farm Sarah struggles with the challenges of leaving her home in Maine where there is never a shortage of rain and lush vegetation. Throughout the story, the families that Sarah has grown to love begin to leave the prairie because of the severe drought conditions. After a severe storm and fire, Sarah eventually leaves for Maine while Jacob stays behind to tend to the homestead and rebuild the barn destroyed in the fire. At the end of Skylark, Jacob comes to Maine to deliver the news of rain at their home and Sarah brings good news of her own.

Companion Informational Texts:*If you were a Pioneer on the PrairieBy Anne KammaScholastic 2003Grade 3 or 4

This book is part of the question and answer series, “If you…”. Unlike the other reading materials this book can be read in short selections making it a good choice for students who may be reading shorter, more manageable selections. This is also a good non-fiction supplement to Sarah, Plain and Tall.

*Life on a Pioneer HomesteadBy Sally Senzell IssacsHeinemann Library 2001Grade 1 or 2

Life on a Pioneer Homestead is a great non-fiction research piece for struggling readers. The easy language and brief bits of information will allow the struggling readers to interact with non-fiction literature in a meaningful way. Other Books to Use: Dandelions By Eve BuntingSand Piper 2001Grade 1 or 2

Dandelions is a fictional picture book about a girl whose family moves to Nebraska in the 1800’s and the struggles they face initially. This book is written for 1st to 2nd graders and would be a great supplement for readers who are not able to read and understand Sarah, Plain and Tall.

The Prairie FireBy Marilynn ReynoldsOrca Book Publishers 1999Grade 2

This picture book details one of the dangers of life on the prairie, a prairie fire. We learn about a young boy who helps his family during this fire and what happens following the fire.

Nothing Here but TreesBy Jean van LeeuwenDial Books 1998Grade 1 or 2

Nothing Here but Trees would be a good text for students who require a lower reading level. The author tells the story of a pioneer family moving to the Midwest and making a new life for themselves. She tells the story through the eyes of a young boy in the family.

*Log cabin in the woods: A true story about a pioneer boy By Joanne Landers HenryGuild Press Emmis 2002Grade 3 or 4This is most likely 3rd or 4th grade non-fiction material. The author tells the true life story of an eleven year old boy and his life as a pioneer in Nebraska.

A Pioneer Sampler: The Daily Life of a Pioneer Family in 1840By Barbara GreenwoodSandpiper 1998Grade 4 or 5

This selection would have to be read aloud or by more advanced readers because it is written for students in the 4th or 5th grade. However, it appears to be a great resource for studying life on the prairie through the eyes of a family in 1840.

Frontier HomeRaymond BialHoughton Mifflin, 1993Grade 3

Frontier Home gives readers a glimpse into the life of a pioneer in the American prairie. The author describes tasks such as clearing land, building a cabin and furnishing. This book includes excerpts from diaries and quotes from real settlers as well as photographs that add to the experience of this informational text.

*Not available at the local library, will have to be purchased if used

Daily Outline of UnitDay 1: Sarah, Plain and Tall Pre-readingNon Fiction Text- Life on a Pioneer HomesteadVocab-o-gramVenn diagram

Day 2 and 3: Read and Work on Sarah, Plain and Tall Chapter 1 and 2Sentence Stems/Idea CompletionDouble Entry DiaryReaders Theatre Ch. 1

Day 4: Discuss Chapter 1 and 2Present Readers Theatre

Day 5 and 6: Read and Work on Sarah, Plain and Tall Chapter 3 and 4Word NetworksDouble Entry Diary Day 7: Discuss Sarah, Plain and Tall Chapter 3 and 4Discuss DED

Day 8 and 9: Read and Work on Sarah, Plain and Tall Chapter 5 and 6Define VocabularyCharacter Sketchers

Day 10: Discuss Sarah, Plain and Tall Chapter 5 and 6Discuss Character Sketcher

Day 11 and 12: Read and Work on Sarah, Plain and Tall Chapter 7 and 8Define and Illustrate VocabularyI Poem- Choose Character

Day 13: Discuss Sarah, Plain and Tall Chapter 7 and 8Share I Poems

Day 14 and 15: Read and Work on Sarah, Plain and Tall Chapter 9Examples and Non-examplesSketch to Stretch

Day 16: Discuss Sarah, Plain and Tall Chapter 9Discuss Sketch to Stretch

Day 17 and 18: Transition to Skylark; Non Fiction textNon Fiction Text- If You Were a Pioneer on the PrairieVocabulary (Non Fiction Text)

Double Entry DiaryInternet Workshop: Life on the Prairie

Day 19 and 20: Read and Work on Skylark Chapter 1 and 2Examples and Non-examplesMaking an ABC Book

Day 21: Discuss Skylark Chapter 1 and 2Discuss ABC Book entries

Day 22 and 23: Read and Work on Skylark Chapter 3 and 4Sentence Stems/Idea CompletionsDouble Entry Diaries

Day 24: Discuss Skylark Chapter 3 and 4Discuss Double Entry Diaries

Day 25 and 26: Read and Work on Skylark Chapter 5 and 6Sentence with vocabularyDouble Entry Diary- Dialect

Day 27: Discuss Skylark Chapter 5 and 6Discuss Dialect

Day 28 and 29: Read and Work on Skylark Chapter 7 and 8Word NetworksDouble Entry Diary

Day 30: Discuss Skylark Chapter 7 and 8Discuss Double Entry Diary Entries

Day 31 and 32: Read and Work on Skylark Chapter 9 and 10Sentence StemsDiscussion Director

Day 33: Discuss Skylark Chapter 9 and 10Discussion Director

Day 33 and 34: Read and Work on Skylark Chapter 11 and 12Forms of a WordCharacter Sketcher

Day 35: Discuss Skylark Chapter 11 and 12Discuss Character Sketcher

Day 36 and 37: Read and Work on Skylark Chapter 13, 14 and 15Illustrate Vocabulary

Figurative LanguageABC Book

Day 38: Discuss Skylark Chapter 13, 14 and 15Share ABC Books

Day 41: Post Reading ActivitiesCompare Character SketchersVocabulary Assessment

Vocab-o-gram / Predict-o-gram Sarah, Plain and Tall by Patricia MacLachlan

Vocabulary Words: prairie, advertisement, bonnet, plain, concerns, relationshipsUse the words above and the title of the book to help you make predictions about the following elements of story. SettingWhere is the setting most likely to be? Please be descriptive.

ProblemsDo you think the characters will encounter any problems or issues?

CharactersCan you list a few possible characters?

What roles do you think they may play?

SolutionsWhat are a few possible solutions to the problems listed above?

Character’s GoalsCan you think of a few goals each character may have?

PredictionsWhat other details do you think this story may be about?

Today’s Living verses Prairie Life

Read Life on a Pioneer Homestead by Sally Senzell Isaacs in a small group. After discussing the difference between today’s living and the pioneer’s way of life, individually fill out the Venn diagram above. Make sure to use facts found throughout the non-fiction text.

Vocabulary StudySarah, Plain and Tall

Chapter 1 & 2

You will complete the chart by completing the chart with the appropriate meaning of the vocabulary word.

Word Meaninghearthstones

wretched

prairie

advertisement

pesky

pitchfork

S entence Stems/Idea Completions

Where might you find hearthstones in someone’s home? _________________________________________________________________________

_________________________________________________________________________.

He made a wretched face when… _________________________________________________________________________

_________________________________________________________________________.

If I lived on the prairie I would… _________________________________________________________________________

_________________________________________________________________________.

I would like to place an advertisement for… _________________________________________________________________________

_________________________________________________________________________.

Caleb was being pesky when he… _________________________________________________________________________

_________________________________________________________________________.

What did Papa use a pitchfork to do? _________________________________________________________________________

_________________________________________________________________________.

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/vocabularyactivities.htm

Double Entry DiarySarah, Plain and Tall

Chapters 1 and 2

You are invited to complete a Double-Entry Diary (DED) based upon Chapters 1 and 2 from Sarah, Plain and Tall by Patricia MacLachlan. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.

You must include 4 passages in your DED. Here is a sample DED to get you started:

Quote: “Trains were much slower then. Rides were bumpy and sometimes black smoke and ashes flew in the window and got all over your face and clothing. But nobody minded that much, because trains were the fastest and easiest way to go.” Page 14

Today air planes are the fastest and easiest way to travel long distances, if you can afford it. How will transportation change in the future?

Double Entry Diary

Quote Response

Sarah Plain and Tall Chapter 1Reader’s Theater Literature

Posted Wed Sep 24 11:18:08 PDT 2003 by Deidre Travis ([email protected]). Rock Hill Elementary , Ironton, USA

Materials Required: script Activity Time: 15-20 minutes plus practice time

Characters: Anna - a girl of about 10 Caleb - Anna’s brother of about 5Jacob - Anna and Caleb’s fatherSarah - a young woman from MaineNarrators 1, 2 and 3

Narrator 1: The story takes place in the kitchen of a farmhouse in Kansas during the westward expansion. Anna is stirring stew and watching her younger brother, Caleb. Caleb: Did Mama sing every day? Every single day? Anna: (wearily) Every single day. Caleb: And did Papa sing too? Anna: Yes, Papa sang too. (with authority) Don’t get so close, Caleb. You’ll heat up. Caleb: (softly and sadly) Well, Papa doesn’t sing anymore. Caleb: What did I look like when I was born? Anna: (giggling) You didn’t have any clothes on. Caleb: I know that! Anna: You looked like a round ball of dough. Caleb: (disgusted) I had hair! Anna: Not enough to talk about!

mailto:[email protected]

Caleb: (dramatically) And she named me Caleb. Anna: (laughing) I would have named you troublesome! Caleb: And Mama handed me to you in the yellow blanket and said?……(waiting)….And said…..? Anna: (sighing) Isn’t he beautiful, Anna? Caleb: AND I WAS! Narrator 2: Caleb doesn’t know what Anna really thinks. Anna remembers that Mama died the morning after Caleb was born. She didn’t even say good night to Mama. She didn’t think Caleb was beautiful. She didn’t even love Caleb for three whole days after Mama died until she saw him smile for the first time. Anna misses Mama. Caleb: Can you remember her songs? Mama’s songs? Anna: (thoughtfully)No. Only that she sang about flowers and birds. Sometimes about the moon and nighttime. Caleb: (softly) Maybe if you remember the songs, then I might remember her too. Narrator 3: Anna has tears in her eyes. Narrator 1: Papa comes in and hugs Anna. Papa: Nice soapy smell, that stew. Anna: (Laughing) That’s my hair! Papa: Cold in town. And Jack was feisty……..(smiling) Rascal! Caleb: (harshly) You don’t sing anymore. (gently) Why?

Papa: (quietly) I’ve forgotten the old songs. But maybe there’s a way to remember them. Caleb: (eagerly) How?

Papa: I’ve place an advertisement in the newspaper. For Help. Anna: (surprised)You mean a housekeeper? Caleb and Anna: burst out laughing Papa: No…not a housekeeper. A wife. Caleb: A wife? You mean a mother? Papa: That too…..like Maggie. Narrator 2: Maggie had come to be a wife their neighbor, Matthew, and to be a mother for his children. Papa: And I have received an answer. Sarah: (in the background) Dear Mr. Jacob Witting, I am Sarah Wheaton from Maine as you will see from my letter. I am answering your advertisement. I have never been married, though I have been asked. I have lived with an older brother William, who is about to be married. His wife-to-be is young and energetic. I have always loved to live by the sea, but at this time I feel a move is necessary. And the truth is, the sea is as far east as I can go. My choice, as you can see, is limited. This should not be taken as an insult. I am strong and I work hard and I am willing to travel. But I am not mild-mannered. If you should care to write, I would be interested in your children and about where you live. And you.Very truly yours, Sarah Elisabeth Wheaton.

P.S. Do you have opinions on cats? I have one. Narrator 3: Caleb and Anna smile. Anna: One thing, Papa. Papa: what’s that? Anna: Ask her if she sings.


Chapter 3 & 4


Word Meaning

Bloomed (p.18)

Hitched (p.18)

Windbreak(p.21)Flax

(p. 24)Paddock (p. 26)Rustle (p. 31)

Word Networks What people things, situations, or words come to mind when you think about

the word bloomed?

_________________________________________________________________________

_________________________________________________________________________. What people things, situations, or words come to mind when you think about

the word hitched?

_________________________________________________________________________


the word windbreak?

_________________________________________________________________________


the word flax?

_________________________________________________________________________


the word paddock?

_________________________________________________________________________


the word rustle?

_________________________________________________________________________

_________________________________________________________________________.http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/vocabulary.htm

Double Entry DiarySection 2-Chapters 3-4 Sarah Plain and Tall

You are invited to complete a Double-Entry Diary (DED) based upon section 2 (chapters 3 and 4) of Patricia MacLachlan’s Sarah Plain and Tall. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.


Quote: “No,” she said. “There is no sea here. But the land rolls a little like the sea.” My father did not see her look, but I did. And I knew that Caleb seen it, too. In a month’s time the preacher might come to marry Sarah and Papa. And a month was a long time. Time enough for her to change her mind and leave us.

Question: Do you think that Sarah already misses where she comes from? How can she deal with her feelings of being homesick? What do you think would happen if Sarah did decide to leave the prairie and return to the sea?

Double Entry DiaryQuote Response

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/


Chapter 5 & 6


Word Meaningcharcoal

coarse

mica

pitchfork

canvas

dune

tumbleweed

treaded

collapsed

Character Sketcher 1

You are invited to learn more about Papa. Please take notes on how Papa acts and looks.

To begin, reread the following passages, determine “descriptive words” that capture Papa’s personality and explain why the words describe Papa.

Reread page the first page of Chapter 5. Which words describe Papa? ______________________________________________

He acts _____________________because___________________________________________________________________________.Focus on the second paragraph on the first page of Chapter 5.

Reread page 30 paragraphs one, two, and three. Which words describe Papa?_____________________________________

He acts _____________________because___________________________________________________________________________.

Reread the last paragraph on page 30 as well as the first paragraph on page 31. Which words describe Papa?_____________________________________

He acts _____________________because____________________________________________________________________________.

In this novel, the descriptions of the characters are not stated explicitly. It is up to the reader to use context clues to make their own assumptions of how the characters look. Based on what you have read so far, draw a picture of Papa and in a paragraph, provide an explanation of why you believe he looked this way based on what you have read. Include page and paragraph numbers for evidence.

Draw your picture on a separate sheet of paper.

Character Sketcher 2You are invited to learn more about Sarah. Please take notes on how Sarah acts and looks.

To begin, think about “descriptive words” that capture Sarah’s personality and try to find passages in Chapter 1 that show how Sarah is acting. Think about why or how those words describe Sarah in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages in Chapter 5 that demonstrate Sarah’s acting:

soft-hearted adventurous enthusiastic hard-workingartistic compassionate intelligent pleasant

On page _______ paragraph _______ Sarah acts ______________________________________ because/when __________________________________________________________________________________________________________________________________.



In this novel, the descriptions of the characters are not stated explicitly. It is up to the reader to use context clues to make their own assumptions of how the characters look. Based on what you have read so far, draw a picture of Sarah and in a paragraph, provide an explanation of why you believe he looked this way based on what you have read. Include page and paragraph numbers for evidence.

Draw your picture on a separate sheet of paper.

Character Sketcher 3

Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.

You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem.

When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.

You will be learning about the Caleb. Think about the following traits as you read Chapters 5-6.

care-free dreamer curiousproud energetic eager

Implied Character Traits (3)1. (Trait) _________________ p.______ par.________(Explanation or proof of trait)

_____________________________________________________________________

_____________________________________________________________________

2. (Trait) _________________ p.______ par.________(Explanation or proof of trait)

_____________________________________________________________________

_____________________________________________________________________

3. (Trait) _________________ p.______ par.________(Explanation or proof of trait_____________________________________________________________________

_____________________________________________________________________

Character’s Goal: _______________’s goal is to

___________________________________________________________

______________________________.

Problem: _______________’s problem is

___________________________________________________________

_____________________________________.

Solution or Possible Solution: __________________________________________________________________________________________________________________

Artistically represent Caleb on a separate sheet of paper.


Chapter 7 & 8

Use context clues to define the vocabulary words listed below.

Vocabulary Word Picture / Sentenceprimly

dandelions

overalls

eerie

squall

milled

Illustrate VocabularySarah, Plain and Tall

Chapter 7 & 8

Draw a picture of each vocabulary word. Create a sentence below the picture that helps describe the vocabulary word drawn.

Vocabulary Word Picture / Sentenceprimly

Dandelions

overalls

eerie

squall

milled

iPoem Sarah, Plain and Tall

Chapter 7 & 8

Pick a character from Sarah, Plain and Tall and then create an “iPoem” about that character. The poem should explain each characters thoughts, feelings, emotions, and motives for the things that they do, or don’t do, from what we have read so far. Use descriptive words and try to incorporate vocabulary words if appropriate. This poem should let the reader feel exactly who the characters really are. Use the following format to help you construct your poem.

Format:First StanzaI am (two special characteristics you have)I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an imaginary sight)I want (an actual desire)I am (the first line of the poem repeated)

Second StanzaI pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

Third StanzaI understand (something you know is true)I say (something you believe in)I dream (something you actually dream about)I try (something you really make an effort to do)I hope (something you actually hope for)I am (the first line of the poem repeated)

Share your iPoem in small groups after you have completed the final copy of the poem.


Chapter 9

You will complete the following chart by writing definitions for these words.

Word MeaningSly

(p.59)Crossly(p.59)

Scuttling(p.60)Stern

(p. 61)Wailed(p. 65)

Examples and Non-examples

Which would be sly:- Sneaky and Tricky

Or- Happy and Mellow

Which would be crossly:- Saying something nicely

Or- Saying something in anger

Which would be scuttling:- Following behind someone- Or- Running away from someone

Which would be stern:- Something very powerful and strong- Or- A part of a boat

Which would be wailed:- A person laughing at someone- Or- A person bursting into tears or crying

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/vocabulary.htm

Sketch to StretchSarah, Plain and TallChapter 9 – pgs. 58-67

Select a scene or part of the story from Section 5 (Chapter 9) that really stuck out in your mind and create an artistic impression that represents your interpretation of it. Do not compose an illustration, or a picture of what is described in the text; rather, compose something that symbolizes or represents the feeling, emotion, or meaning related to a scene.

You may compose graphs, symbols, etc. Be ready to share your artistic impression and explain it to us.

As you form your groups to share your sketches, think about the following: Invite the students in your group to interpret your sketch. You may wish to ask:

o "What is this a picture of?"o "What do you think I found important or interesting in the story?"

After members of your group provide their interpretations, feel free to comment on your sketch.

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/sketch_to_stretch.htm

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/sketch_to_stretch.htm

Vocabulary StudyIf You Were a Pioneer on the Prairie


Word Meaningprairie

pioneers

blizzards

pitchfork

covered wagon

sod

sod house

dugout

aquifer

lye

fire break

peddlers

Exodusters

Double Entry DiaryIf You Were a Pioneer on the Prairie

You are invited to complete a Double-Entry Diary (DED) based upon If You Were a Pioneer on the Prairie by Anne Kamma. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.




Double Entry Diary

Quote Response

Internet Workshop

You should access the following web sites to help you find the answers to the questions on the next page. These websites are linked from our class webpage.

Camp Siloshttp://www.campsilos.org/index.htm

http://www.campsilos.org/mod1/index.shtmlhttp://www.campsilos.org/mod1/students/index.shtmlhttp://www.campsilos.org/mod2/index.shtmlhttp://www.campsilos.org/mod2/students/index.shtml

At Home on the Prairiehttp://www.museum.state.il.us/exhibits/athome/1800/objects/1furniture.htmhttp://www.museum.state.il.us/exhibits/athome/1800/objects/1foodprep.htm

ThinkQuesthttp://library.thinkquest.org/J001587/

http://library.thinkquest.org/J001587/

http://www.museum.state.il.us/exhibits/athome/1800/objects/1foodprep.htm

http://www.museum.state.il.us/exhibits/athome/1800/objects/1furniture.htm

http://www.campsilos.org/mod2/students/index.shtml

http://www.campsilos.org/mod2/index.shtml

http://www.campsilos.org/mod1/students/index.shtml

http://www.campsilos.org/mod1/index.shtml

http://www.campsilos.org/index.htm

Internet Workshop- The life of a pioneer farmer in the prairie

Website Describe the prairie.

Describe prairie Plants and Animals

How did people live in the prairie lands in the 19th Century? What did they do for fun?

What sort of problems did pioneer farmers face?

Camp Silos

At Home on the Prairie

ThinkQuest

Vocabulary StudySkylark

Chapter 1 and 2


Word MeaningSquinting

(p.3)Lace(p.3)

Slough(p.8)

Startled (p. 11)Drifts(p. 14)

Word Networks

What people things, situations, or words come to mind when you think about the word squinting?

_________________________________________________________________________


the word lace?

_________________________________________________________________________


the word slough?

_________________________________________________________________________


the word startled?

_________________________________________________________________________


the word drifts?

_________________________________________________________________________


Making an ABC BookChoose one or two items from the chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic impression, and a paragraph (at least 5 sentences) explaining your letter representation. Design your page with an interesting format and type font. Your page should be vertical. The following words are examples you may use but are not limited to:

AAnnaAunts

B CCalebCowsChickens

DDustDressDryDrought

E

FFamilyFriends

G HHeatHorsesHay

I J

KKittens

LLottieLettersLand

MMovingMaine

NNick

O

PPrairiePapaPhotographerPaintingsPond

Q R SSarahSealStorms

T TiredThunder

U

V

W WagonWaterWellWedding

X

Y

Z


Chapters 3 and 4


Word MeaningSurrounded

(p.16)Grinned(p.19)

Clattering(p.20)Lush

(p. 24)Crumbled

(p. 27)

Examples and Non-examples

Which would be surrounded:- An open field

Or- An island

Which would be grinned:- A nice smile

Or- An angry frown

Which would be clattering:- Dishes rattling in the dishwasher- Or- Someone who is sitting quietly

Which would be lush:- A flowering glowing quickly- Or- A flower changing colors

Which would be crumbled:- A clean, non-wrinkled piece of paper- Or- A wrinkled piece of paper


Double Entry DiarySkylark Chapters 3 and 4

You are invited to complete a Double-Entry Diary (DED) based upon section 7 (chapters 3 and 4) of Patricia MacLachlan’s Skylark. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.


Quote: “The church well is down. A whole foot,” said Matthew. “A foot!” exclaimed Maggie. “That’s even more than ours.” Papa looked up to the sky. “What if it doesn’t rain?” asked Caleb. (Page 17, first 4 paragraphs)

Connection: Not too many years ago we went through something called a drought and the water company restricted our water use for a long time. There were many times that our yards were dead and all of our flowers died. I can relate to how these people felt not knowing where their next use of water was going to come from if something doesn’t change.

Double Entry Diary

Quote Response

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/

Vocabulary for SkylarkChapters 5 & 6

Vocabulary Word Your DefinitionCreated sentence with vocabulary

wordvultures

granary

smothered

smoldering

sooty

Double Entry DiaryDialect within Skylark

Chapter 5 & 6You are invited to complete a Double-Entry Diary for this section of the book. You will look for specific instances in

which the dialect is present. You will write down the passage in which you find it and write your response to it.

Remember to write down the quotation or passage and the page number on the left side of your paper. On the

right side of your paper, write your response or personal reactions and connections to what was written in the left column. You must include at least 3 passages with

responses.Here’s an example to start with:

Quotation/Passage and Page Number:

“All the way to town I looked for green. But as far as I could see the fields were brown. The wheat fields were dry. Turkey vultures circled the distance. There was no green.” Page 26

Response:

This passage makes me think Anna may lose hope of rain soon. Everything around her seems to be fading from the way it used to be. She is surrounded by troubles, just like she is surrounded by the dying brown fields.

Double Entry Diary

Quotation/Passage and Page Number:

Response:


Chapters 7 and 8


Word MeaningWearily

Prairie Lark

Paddock

Phonograph

Word Networks What people things, situations, or words come to mind when you think

about the word wearily?

_________________________________________________________________________

_________________________________________________________________________. What people things, situations, or words come to mind when you think

about the word prairie lark?

_________________________________________________________________________


about the word paddock?

_________________________________________________________________________


about the word phonograph?

_________________________________________________________________________


about the word record?

_________________________________________________________________________


Double Entry DiarySkylark

Chapters 7 and 8

You are invited to complete a Double-Entry Diary (DED) based upon Chapters 1 and 2 from Sarah, Plain and Tall by Patricia MacLachlan. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.




Double Entry Diary

Quote Response


Chapters 9 and 10


Word MeaningNarrowed

(p.57)Corral(p.58)

Clackety(p.62)Shawl(p. 63)

Veterinarian(p. 67)

S entence Stems/Idea Completions

Papa’s eyes narrowed because _________________________________________________________________________

_________________________________________________________________________.

A corral is used for _________________________________________________________________________

_________________________________________________________________________.

During the night the clackety train… _________________________________________________________________________

_________________________________________________________________________.

Anna covered Sarah with her shawl because _________________________________________________________________________

_________________________________________________________________________.

Aunt Lou works with a veterinarian. What do they do? _________________________________________________________________________

_________________________________________________________________________.

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/vocabularyactivities.htm

Discussion Director:Skylark

Chapters 9 and 10

Your job is to involve the students in your group by thinking and talking about the selection of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about the issues that come up during the reading.

Your job as the Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers, and the page numbers where the students can reference the text to justify their responses to your questions.

When developing your questions, think about the following main events:

What kinds of situations has the family experienced?

Their friends moving away due to the drought.

Fires on the prairie/using last bucket of water.

Leaving Papa behind to travel to Maine.

The children seeing how different Maine is.

Meeting the aunts in person for the first time.

http://www.lesn.appstate.edu/fryeem/RE4030/discussion_director.htm

Sample Questions to help you:

Questions: page 61 paragraph 6 “I’ll miss you,” Papa said softly, reaching out to take Caleb’s hand. He

looked at me, then, and as if he knew I would cry if I spoke, he took my

hand, too. “What will happen to us?” I asked after a moment.

o Is this the way Anna usually acts when talking with her father?

o What makes Anna feel this way?

o Why does it make Percy feel this way?

o How long will they have to stay in Maine?

o Will they ever be able to return to their land?


Chapters 11 and 12


Word MeaningIndependent

(p.71)Dune(p.72)Inlet

(p.72)Skylark(p. 80)Loon

(p. 82)Drought(p. 83)

Forms of a Word

Fill in the blanks if possible:

Noun Verb Adjectiveindependentindependents

independent

dunedunesinletinlets

Inletinlets

skylark

skylarks

skylarker

Skylarked

skylarking

skylarkedloonloons

droughtdroughts

droughty

Blue words in italics are examples of words students could use to fill in the blanks.


Character Sketcher - Anna Skylark Chapters 11 and 12

You are invited to learn more about Anna. Please take notes on how Anna acts and looks. To begin, think about “descriptive words” that capture Anna’s personality

and try to find passages in Section 9 that show how Anna is acting. Think about why or how those words describe Anna in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages in Section 11 that demonstrate Anna acting:

worried hopeless clever homesick

sorrowful excited informed lonely

On page _______ paragraph _______ Anna acts ________________________________

because/when _____________________________________________________________________

______________________________________________________________________________________.


because/when _____________________________________________________________________

______________________________________________________________________________________.


because/when _____________________________________________________________________

______________________________________________________________________________________.

Then, use the passages that describe Anna’s actions and appearance to help you complete an artistic impression of Anna. Throughout the book, details

are given about Anna’s appearance. Using these details, create a visual representation of Anna.

http://re4030.wordpress.com/characterization/

Character Sketcher - Caleb Skylark Chapters 11 and 12

You are invited to learn more about Caleb. Please take notes on how Caleb acts and looks.

To begin, think about “descriptive words” that capture Caleb’s personality and try to find passages in Section 9 that show how Caleb is acting. Think about why or how those words describe Caleb in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages in Section 11 that demonstrates Caleb acting:

worried outspoken curious homesick

scared excited amazed funny

On page _______ paragraph _______ Caleb acts ________________________________

because/when _____________________________________________________________________

______________________________________________________________________________________.


because/when _____________________________________________________________________

______________________________________________________________________________________.


because/when _____________________________________________________________________

______________________________________________________________________________________.

Then, use the passages that describe Caleb’s actions and appearance to help you complete an artistic impression of Caleb. Throughout the book, details are given about Caleb’s appearance. Using these details, create a visual representation of Caleb.

http://re4030.wordpress.com/characterization/

Vocabulary StudySarah, Plain and TallChapter 13, 14 and 15


Word MeaningWooly Ragwort

Fiddled

Huddled

Driftwood

Shining

Wonderful

Illustrate VocabularySarah, Plain and Tall

Chapter 7 & 8

Draw a picture of each vocabulary word. Create a sentence below the picture that helps describe the vocabulary word drawn.

Vocabulary Word Picture / SentenceWooly Ragwort

Fiddled

Huddled

Driftwood

squall

milled

Making an ABC BookSkylark Chapters 13,14, and 15

Choose one or two items from the chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic impression, and a complete sentence (at least 5 sentences) explaining your letter representation. Design your page with an interesting format. Your page should be vertical. The following words are examples you may use but are not limited to:

AAnnaAdvertisement

BBlizzard

CCalebCorn

DDugoutDrought

EExodusters

FFire break

G HHorsesHomestead Act

I J

K LLouisiana PurchaseLetters

MMaine

N O

PPapaPrairiePioneer

Q RRain

SSarahSod HouseSquall

TTall Grass Train

U

V

WWagonWilliam

X

YYellow bonnet

Z

Figurative Language for SkylarkChapter 15

Throughout this year, we have been learning different forms of figurative language. You are invited to write you’re on figurative language lines that you would like to see in the final chapter of Skylark.

For your use: Simile: a comparison between two or more things using the words like or as.example: "I move fast like a cheetah on the Serengeti."

Metaphor: a comparison between two or more things that doesn't use the words like or as.example: "You are an ant, while I'm the lion."

Hyperbole: an exaggeration.example: "I fought a million rappers in an afternoon in June."

Personification: giving an animal or object human-like characteristics.example: "Alright, the sky misses the sun at night."

After reviewing the definitions, please create a sentence using the figurative language listed that could possibly be inserted into Chapter 15.

1.) Simile__________________________________________________________________________________________________________________________

2.) Metaphor__________________________________________________________________________________________________________________________

3.) Hyperbole__________________________________________________________________________________________________________________________

4.) Personification__________________________________________________________________________________________________________________________

Name_______________________________________

Vocabulary Assessment

I. Describe what is alike and/or different for these pairs of words:1. driftwood/tumbleweed

2. sly/crossly

3. loon/vultures

4. smoldering/smothered

II. Explain what the following words mean by responding to the prompts:5. Describe how something that was wretched might be.

6. Tell about a time when you were startled.

7. Describe some things that might make a person feel independent.

8. Describe how someone who was eerie would act.

III. Examples/Non-Examples – Underline the best example for the following.

9. Which of the two descriptions is an example of a squall?

A sudden gust of wind A baby bird

10. Which of the two descriptions is an example of hitched?

To harness To get married

11. Which of these is an example of a dugout?

A rough shelter built in the ground A hideout used by prairie hunters

12. Which of the two descriptions is an example of being wailed?To did a well for water To moan a mournful cry

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