Lesson 1: Tall Tales
Goals
Students will be able to differentiate between different genres of literature
Students will be able to identify character, setting and plot
Materials
Parts of story visual/labels
Short story
Data sheet of story information
Warm-up
What’s the difference between fiction and non-fiction?
Activity 1
Review of parts of a story: using inverted mountain, students label chart with the following
information: introduction, character, setting, plot, rising actions, climax, falling actions, and
resolution
Activity 2
S. identify the above parts using short story handout. S. work in groups and do jigsaw, each
group identifying certain parts. Groups report findings out. Information graphed on chart paper
by T.
Activity 3
T. hands out information sheet that includes the basics for introduction. Students work together
to create a preliminary paragraph using information given. T. gives example on board.
T: I have the following information about a setting:
Where: a large supermarket in Madison, WI
When: December 31, 2008
Who: Johnny Smith, age 29, teacher, tall, skinny, brown hair, brown eyes
What: Shopping for food and beverages
Why: New Year’s Eve party at his house for all his friends
I can use this information to write a short paragraph that introduces the setting and the main
character.
T. writes paragraph on the board incorporating the above information.
Johnny Smith is a young teacher. He’s 29 years old and is very tall. He has brown hair
and brown eyes and he is very skinny. It’s December 31st, 2008 and Johnny is shopping in a very
large supermarket in Madison, WI. He needs to buy food and beverages for a New Year’s Eve
party that he is having at his house for all of his friends.
If more practice is needed, T. can give same information sheet to all students and have them help
T. write paragraph on the board using information given. Sentence strips work well if more
guided practice is needed.
Activity 4:
S. complete paragraph writing activity in pairs using information sheet.
Closer
S. read a sentence from paragraph or briefly summarize the setting for classmates.
HW
Finish paragraph writing activity using information sheet
Lesson 2: Tall Tales
Goals
Students will distinguish between tall tales and folk tales
Students will know and be able to verbalize the elements of a folktale
Students will compare folktales from different countries to locate common elements and themes
Materials
Venn diagrams (individual and class)
Chart paper
Common folktale synopsizes
Folktale diagram
http://www.chariho.k12.ri.us/faculty/dazon/activities.html
Warm up
What are the important elements of a setting and why is a setting important for a story?
Activity 1
Activate background knowledge: What is a folk tale? Review folk tales read in class and tall
tales read in class. If none, then provide the following definition and examples: A folktale is a
tale or story that is part of the oral tradition of a people or a place while a tall tale is a story that
claims to explain the reason for some natural phenomenon, or sometimes illustrates how
skilled/intelligent/powerful the subject of the tale was. A tall tale is fictional and can, however, be
based on a real figure in history. Both are fiction and both are originally orally told.
If S. unable to identify characteristics of folk tale or tall tale, then have S. read the definition and
identify characteristics of both using highlighters to differentiate between words. Then S. and T.
write common characteristics on Venn diagrams
If S. able to give characteristics, then T. writes them on the board using Venn diagram format.
Activity 2
Review types of folktales: fables, fairy tales, trickster tales, and pourquoi stories.
S. then read short summaries of different folktales. S. need to categorize them into the four
groups based on information given. S. need to justify their responses with data from the
summary. Can be done in groups/pairs.
Activity 3
T. and S. then brainstorm different examples of folktales from around the world. If difficulty
brainstorming, S. research online at http://www.afroam.org/children/myths/myths.html
for folktales from around the world. S. and T. list examples on board/notebook of types of tales,
common themes, lessons or morals presented
Closer
Exit card: How are tall tales and folktales similar? Or What are four types of folktales?
HW
Bring in 1-2 examples of folktales from your country.
Lesson 3: Tall Tales
Goals
Students will know and be able to verbalize the elements of a tall tale
Students will compare tall tales from different countries to locate common elements and themes
Materials
Tall tales from USA
Venn diagrams
Elements of tall tale T-chart
Tall tale checklist
http://www.readwritethink.org/lessons/lesson_view.asp?id=327
Paul Bunyan Text
Warm up
5 minute journaling: S. list their favorite type of folktale and an example illustrating this type
Activity 1
Partner share: partners share what types of tall tales are found in their country, names, themes,
etc. Partners retell to class. Other S. take notes while listening to retell.
Activity 2
Common themes: what are the common themes between tall tales from countries that we’ve
heard about? T. and S. identify commonalities; T. writes answers on board. T. chooses two tales
from two different countries and compares and contrasts them using Venn diagram to organize
information. T. and S. then compare and contrast two other tales from two different countries
using Venn diagram. Finally, S. creates own Venn comparing and contrasting differing stories.
Activity 3
Elements of tall tale: T. reads a short tall tale about Paul Bunyan. T. goes over checklist with S.
for them to identify the different elements (exaggerations, problems, bigger than life characters,
funny, improbable). T. reads another short tall tale about Paul Bunyan. S. use T-chart to identify
the characteristics and the examples from the story.
Closer
S. share information learned about Paul Bunyan/tall tale elements in 2 minute partner retell.
HW
S. use T chart and tall tale from their country to identify the elements (at least 4)
Lesson 4: Tall Tales
Goals
Student will be able to name the characteristics of a tall tale
Student will be able to identify elements of tall tale in text
Materials
Johnny Appleseed Text from:
http://www.enchantedlearning.com/school/usa/people/Appleseedindex.shtml
Johnny Appleseed: A Tall Tale Retold and Illustrated By Steven Kellogg
Venn diagram
Warm up
3 minute journal: What are the characteristics of a tall tale? (use for informal assessment)
Activity 1
S. read two stories about Johnny Appleseed: a biography and the tall tale.
Johnny Appleseed was a legendary American who planted and supplied apple trees to
much of the United States of America. Many people think that Johnny Appleseed was
fictional character, but he was a real person.
Johnny was a skilled nurseryman who grew trees and supplied apple seeds to the
pioneers in the mid-western USA. Appleseed gave away and sold many trees. He owned
many nurseries in Ohio, Pennsylvania, Kentucky, Illinois, and Indiana, where he grew
his beloved apple trees. Although he was a very successful man, Appleseed lived a simple
life. It is said that as Johnny traveled, he wore his cooking pot on his head as a hat!
Johnny Appleseed was born in Leominster, Massachusetts, on September 26, 1774. His
real name was John Chapman, but he was called Johnny Appleseed because of his love
for growing apple trees.
Johnny died at the age of 70; he is buried in Fort Wayne, Indiana. He had spent 50 years
growing apple trees and traveling to spread his precious trees around his country.
Activity 2
S. then identify the similarities and the differences between the two types of readings
(fiction vs. non-fiction, exaggeration vs. facts, etc.) and put them on the Venn diagram.
Closer
Evaluation exit card: which story was more interesting and why?
Lesson 5: Tall Tales
Goals
Students will be able to identify rules for formation of the comparative form of adjectives
Students will be able to form the comparative form of adjectives
Students will be able to orally use the comparative form of adjectives
Materials
Classroom objects
Adjective cards
Venn diagram
Warm-up
S. write down 3-5 characteristics of Johnny Appleseed. T. models using herself as a
model. Example: funny, short, nice, smart
Activity 1
T. uses adjectives about Johnny Appleseed to use in comparison against T. (T. has
included several more adjectives for own description while S. were creating their own
list). T. writes down S. response on board in one column and compares it against T.
column. T. then writes several sentences using the comparative to compare T. and
fictional character. Example: T. is funnier than Johnny Appleseed. Johnny is taller than
T. T. makes sure to include examples of adjectives using C-V-C pattern, final –y pattern,
adjectives ending in –e and adjectives that don’t follow the above patterns.
T. underlines comparative in the sentence to highlight for S. the different patterns.
Activity 2
T. then asks S. to form rules for the formation of the comparative: 4 forms for regular
comparative. S. work together to come up with four rules for formation. T. writes
response on board. If responses wrong, T. leads S. to the correct rule formation. T.
writes rules on board.
Activity 3
Non-verbal response activity: T. gives several examples of adjectives. S. respond with 1,
2, 3, or 4 fingers in the air depending on the rule needed for the correct formation of
comparative adjective.
Activity 4
S. use classroom objects to practice comparison. T. models by choosing two objects and
then comparing them. Example: The pencil is longer than the glue stick. T. then states
the rule for the formation of the adjective. S. practice with partner choosing classroom
objects.
Closer
S. gives example of one of their comparisons before leaving.
Lesson 6: Tall Tales
Goals
Students will retell stories and place events in chronological order
Students will use comparative form to discuss similarities and differences
Materials
Johnny Appleseed text
Sentence strips
Warm up
Review of comparative: T. has several objects lined up on the table. Then T. asks S. a
series of questions based on the objects. Example: Which object is bigger than object 1?
Which object is skinnier than object 2? Then S. write several comparisons of their own
using the objects assembled on the table.
Activity 1
Story retell: T. gives example of events that happened the previous day in T.’s life. T.
models using ordinal numbers. Example: First, I woke up. Secondly, I took a shower.
Thirdly, I got dressed., etc. T. has S. practice using information from their previous day.
S. need to use ordinal numbers and past tense. S. share information with a partner.
Partner rewrites information heard from partner. T. calls on several partners to retell
yesterday’s events.
Activity 2
S. then retell Johnny Appleseed’s story using ordinal numbers. S. write the information
in a paragraph using the following for a starter: Johnny Appleseed led an interesting life.
S. follow conventions of paragraph writing: indent, continuous sentence flow and proper
punctuation/capitalization.
Closer
T. asks S. what classes they have certain hours. Example: what class do you have ___
hour?
HW
Finish paragraph if not completed.
Lesson 7: Tall Tales
Students will be able to identify and explain the elements of a tall tale
Students will be able to identify and use similes and hyperbole to expand language
Materials
Short tall tale
Tall Tale T chart
Examples of hyperbole and similes
Warm up
Review elements of a tall tale. T. has several elements listed on the board for tall tale and
folk tale. S. need to identify the elements belonging only to tall tale. Informal
Assessment
Activity 1
T. models making hyperboles by explaining that you take a common object and make it
extraordinary or impossible. T. further models by taking two objects and listing several
adjectives for them. Example: book—big, long, funny; man—tall, large, smart
Then T. chooses one adjective to focus on. Example: book-big Next T. tries to think of
how to take the adjective and make it impossible. T. lists several impossible responses.
Example: so big I use the Rocky and the Appalachian mountains to hold the book, so big
it takes 100 people to turn the page, so big you can read the title from the moon.
T. then guides S. through the other example for man using tall. S. create their own
hyperbole for an object. If S. are stuck, T. can give S. an object to use with adjective.
Activity 2
T. models making similes by explaining that you take a common object and compare it to
another object. T. further models by taking two objects and listing several adjectives for
them. Example: truck--loud, fast, old; music—pretty, soft, slow Next T. tries to think of
other objects that have the same characteristics as the given object. Example: truck—
loud, construction noise—loud, lion—loud, Then T. constructs a sentence using like or as
with the original object. Example: The truck was loud like the noise of a construction
site; or The truck was as loud as a lion’s roar. T. then guides S. through the other
example for music using pretty. S. create their own simile for an object. If S. are stuck,
T. can give S. an object to use with adjective.
Closer
S. give an example of a hyperbole or simile.
Lesson 8: Tall Tales
Goals
Students will be able to identify rules for formation of the simple past tense
Students will be able to form the simple past tense
Students will be able to orally use the simple past tense in a story retell
Materials
Johnny Appleseed sentence strips from lesson 6
Warm up
Partner share: What did you do last night? S. write down partner response to share with
class.
Activity 1
Partners share responses with class. T. writes responses on board. T. then highlights the
past tense used from S. T. needs to ensure that all four types of verbs are included on the
board: C-V-C pattern verbs, verbs ending in –y, verbs ending in –e and other regular
verbs not included in previous three. T. then asks S. to form rules for the formation of
the regular simple past tense: 4 forms for simple past. S. work together to come up with
four rules for formation. T. writes response on board. If responses wrong, T. leads S. to
the correct rule formation. T. writes rules on board.
Activity 2
Non-verbal response activity: T. gives several examples of regular verbs. S. respond
with 1, 2, 3, or 4 fingers in the air depending on the rule needed for the correct formation
of regular simple past tense.
Activity 3
Add to the story: T. creates a new adventure for Johnny Appleseed using 8 different
verbs given by S. T. and S. form the simple past for the verbs and then T. models
creating a different story for the fictional character. T. then provides 8 different verbs for
S. to use in creation of their own added story for fictional character. S. create past tense
on their own. T. story serves as model.
Closer
What new adventure did you write about?
HW
S. finish their story if not completed in class.
Lesson 9: Tall Tales
Goals
Students will be able to locate elements of a tall tale during reading
Students will be able to identify and explain examples of hyperbole
Students will be able to create their own hyperbole and simile based on a story
Students will be able to retell a story using simple past tense
Materials
Paul Bunyan text
http://www.brainerd.com/pbtrail/tale.html
Tall Tale T chart
Sentence strips
Warm up
T. gives several examples of hyperboles and S. identify the true meaning and restate
meaning in simpler language. Example: I am so hungry I could eat a horse! He uses the
oceans for his bathtub.
Activity 1
S. read Paul Bunyan and use the T. chart to write down elements of tall tales and
hyperboles in the story. T. and S. discuss findings after reading of story. T. encourages
S. to have evidence to support claim of tall tale elements. T. and S. reread passages
where S. have identified tall tale elements.
Activity 2
S. retell story to T.; T. uses sentence strips to write down authentic language as it is told.
T. then asks S. to identify the past tense verbs written on the sentence strips. S. classify
the verbs into regular and irregular. Then S. classify regular verbs into the three rules:
add –ed, add –d, drop –y and add –ied, double final consonant and add –ed.
Activity 3
T. then models adding hyperbole to one of the sentence strips. T. creates a hyperbole and
a simile that follows the story and adds it to another sentence strip to insert into the retell.
S. and T. brainstorm other examples of hyperboles and similes that could be added. T.
writes responses down on sentence strips and adds to the retell. S. create own hyperbole
and simile based on story.
Closer
Exit card: S. summarizes story in 5 lines or less using simple past tense
Lesson 10: Tall Tales
Goals
Students will be able to compare and contrast two styles of writing and their use of
literary devices
Students will be able to create additional stories using the style and information from
modeled story
Materials
The Bunyans by Steven Kellogg
Paul Bunyan text
http://www.brainerd.com/pbtrail/tale.html
Tall Tale T-chart
Venn diagram
Warm up
Journaling: S. create a hyperbole or a simile for an object given by the teacher.
Activity 1
T. and S. read the story The Bunyans. While reading, S. take notes on elements of a tall
tale using T-chart.
Activity 2
In partners, S. compare and contrast The Bunyans with the other Paul Bunyan text read in
class. S. specifically look at use of simile and hyperbole. S. then write a short
comparison of the two stories using the comparative form. S. begin their 3-5 sentence
comparison using The story The Bunyans and the Tales of Paul Bunyan have many
similarities and many differences.
When done with comparison, S. share responses with class. Class discussion about any
other similarities or differences missed, which story they liked better and why.
Activity 3
T. and S. then brainstorm several other adventures they’d like to see Paul Bunyan have.
Using the Johnny Appleseed story add on from lesson 8, S. create their own add on
adventure for fictional character. Elements to include: elements of tall tale, simile and
hyperbole and use of past tense.
Closer
What adventure is Paul going on in your story?
HW
S. finish add on story if not completed in class.
Lesson 11: Tall Tales
Goals
Students will be able to compare and contrast different tall tales
Students will be able to create a comparative narrative stating their preferences
Materials
John Henry text
http://www.americanfolklore.net/folktales/wv2.html
Pecos Bill text
http://www.americanfolklore.net/pecosbill.html
Slue Foot Sue text
http://americanfolklore.blogspot.com/2005/05/slue-foot-sue.html
Annie Oakley
http://www.cowgirls.com/dream/cowgals/oakley.htm
Casey Jones text
http://www.americanfolklore.net/folktales/tn2.html
Warm up
Who are some of your heroes and why? T. and S. discuss merits of a hero and who they
think is a hero. T. segue ways into different tall tale heroes, many of whom were real.
Activity 1
Jigsaw activity: S. break into groups of 2-3 to read about different tall tale heroes. S.
need to identify the characteristics of the tall tale hero, some of his/her adventures, why
they were heroes, problems they had and solved and any hyperbole or simile used in the
description of the hero.
Activity 2
S. reconvene in large group and share their information with the rest of the class. S. take
notes on information . T. and S. discuss the different merits of all the tall tale heroes.
Based on criteria for a hero from warm-up, S. decide who is the greatest tall-tale hero.
Activity 3
S. write a response to the query: Who is the greatest tall-tale hero and why? Use
comparative form and the information learned from the jigsaw activity to support your
claim. Make sure to mention the person’s accomplishments in comparison to the other
tall tale heroes’ deeds.
S. write no more than 15 minutes on the above query. S. can use notes and information
learned in class to support their answers.
Closer
Who did you choose as the greatest tall-tale hero?
HW
Finish tall-tale hero question.
Lesson 12: Tall Tales
Students will be able to use the elements of a story to create their own story
Students will be able to incorporate elements of a tall tale to create their own tall tale
Students will be able to enhance their writing using similes and hyperboles
Materials
Note cards
Tall tales story frame
Sentence strips
Warm up
Review of writing process: brainstorming, draft, edit, revise, and publish. Steps in
writing process written on note cards. S. write definition or process for each step and
when it occurs.
Activity 1
Introduction of writing project. S. receive tall tale planning sheet and requirements for
story.
Activity 2
T and S brainstorm for a tall tale using tall tales story frame as a guide. T. writes
elements on board and T. and S. fill in information to include in story. T. guides S.
through brainstorming.
Activity 3
T. and S. create draft using sentence strips. T. can begin the tall tale but S. contribute the
sentences. Once S. have narrated the story, T. reads it through and has S. point out areas
of exaggeration, similes, use of past tense, larger than life character, larger than life
problem, solution. If some are missing, T. and S. add some using strips. Strips can then
be moved around according to order in story, etc.
Closer
What was difficult for you when writing this tall tale with the class?
HW
Begin brainstorming for own tall tale
Lesson 13-14: Tall Tales
Students will be able to use the elements of a story to create their own story
Students will be able to incorporate elements of a tall tale to create their own tall tale
Students will be able to enhance their writing using similes and hyperboles
Materials
Tall tale from lesson 12
Tall tale planning frame
Rubric
Warm up
Activity 1
S. receive typed tall tale from lesson 12 to edit for grammar, punctuation, and required
elements using rubric for guidance.
Activity 2
S. work time on brainstorming and drafting tall tale.
Activity 3
S. work time on editing and revising tall tale.
Activity 4
S. publish or share finished product with class. Classmates active listening by writing
two comments about work.
Closer
Exit card: list two things you learned about tall tales and folk tales.
Lesson 14: Pioneer America
Goals
Students will be able to identify and define vocabulary words relating to fiction reading
Students will be able to provide synonyms for vocabulary words
Materials
Journal entries from
http://www.oregontrailcenter.org/HistoricalTrails/PioneersTalk.htm
Note cards
Vocabulary words sheet
Warm up
What was it like to travel from your home country to the USA? What did you take with
you? How did you travel? How did you feel? Group discussion of above questions.
Activity 1
T. and S. brainstorm different categories for the above questions to guide while reading.
For example: food, sleeping, travel, things to pack, weather, dangers, time to travel, etc.
T explains that people a long time ago emigrated to different parts of the USA to have a
better life and more land. Then T. gives each S a different account of life on the trail. S.
read in partners and take notes using categories for guidance while reading. S. use note
cards to record findings. Then all come together to discuss in group about what life was
like. S. take further notes on classmates’ findings.
Activity 2
Introduction of vocabulary words: manifest destiny, trail, wagon, mercantile, caulk,
cholera, handcart, landmark, treaty, pioneer, blacksmith, ford, emigrant, pass, the West,
Oregon Country. T. uses two methods of gleaning vocabulary from content, right there
answers (or redefinition) and use of antonyms to give meaning. T. guides S. through this
activity by doing several as example on the board and then by guiding S. through the
vocabulary sheet.
Activity 3
Group discuss: Why would people want to explore different unfriendly areas? Gold,
land, resources, adventure, business What were some dangers? Unexplored, hostile with
native tribes, animals, weather, illness, etc.
Manifest destiny: what other nations have had this idea? What else did the United states
do to spread their culture? How is American culture around the world? Do you think
Manifest Destiny is right? Partner discussion of above questions. If partner discussion
not working, then teacher led discussion to get them thinking about how the USA has
spread their culture throughout the world.
Closer
Would you rather have traveled 150 years ago like the pioneers? Why or why not?
Lesson 15: Pioneer America
Goals
Students will be able to use the future tense to talk about future events
Students will be able to infer information based on oral discussion
Materials
Planets models/posters
Map of USA
Future tense will notes
Warm up
Who thinks that someday there will be people living in outer space? Why or why not?
Why will people want to travel? Why won’t they want to travel? What will challenges
be of space travel?
T. writes down S. responses.
Activity 1
T. gives direct instruction on the use of ‘will’ both positive and negative. S. have note
sheets to use to record notes. T. gives some examples and has S. try to come up with
what is positive and negative will, does will change with tense, do you use will with
another verb, etc. If no answers are forthcoming, T. leads S. to correct responses.
Activity 2
Guided Practice with will: you are going on a trip. What will you need to think about?
(food, clothing, water, transportation, dangers, climate, etc.) T. chooses a destination and
has S. describe what clothing they will bring, how they will travel, what food they will
eat, etc. Oral activity with T. writing on board.
Activity 3
Independent practice with will: S. are going on a trip. They are traveling on the Oregon
Trail in the past. S. need to describe what they will need to bring, how they will travel,
what food they will eat, etc. Written activity using oral activity as a guide.
Closer
What are some things you will bring on your journey out west?
Lesson 16: Pioneer America
Goals
Students will be able to identify parts of a map
Students will be able to use a key to locate places on a map
Students will be able to calculate distance using distance information on a map
Materials
USA map
Individual USA maps
Rulers
Journey information
Colored pencils
Map vocabulary
Reading activity
Warm up
Why are maps helpful? What are some different types of maps?
Activity 1
Preview map activity: T. asks S. to locate different parts of a map like key, legend,
mileage information, title, road lines, borders, water features, etc. Depending on
response, either introduce vocabulary words from above or go on. If introduction, use
vocabulary introduction of labeling. T. points, S. label and give definition.
Activity 2
T. models mapping activity by reading aloud a trail from Monroe, WI to Mexico. T.
indicates stops through various states and gives the total distance. Then T. models
drawing the trail and finally calculating distance between certain points on the trip.
Activity 3
Reading activity: S. receive short reading outlining the different trails and the number of
miles it took to travel those trails. Information on stopping and starting places is
included. S. plot the journey of the Oregon Trail and other trails using the map, ruler and
colored pencils. S. also figure out different lengths of the trail by using the mileage
information.
Closer
Exit card: what was the longest part of the journey for the people on the Oregon Trail?
HW
How far is it from your country to Monroe, WI.
Lesson 17: Pioneer America/Research Procedures
Goals
Students will be able to identify different print and non print resources to use while
researching
Students will be able to locate and define the glossary, index, table of contents and
headings
Students will be able to use the LMC computer to locate resources
Students will be able to identify the different sections of the LMC and know how to use
the Dewey Decimal System
Materials
Non-fiction books
Computers
LMC
Warm up
What kinds of resources can you use to find information about a topic?
Activity 1
Orientation of the LMC. T and S. go to the LMC to locate the fiction, nonfiction and
resource sections. T. shows how fiction books have a different labeling than nonfiction
books. T. logs on to the computer and calls up both a fiction and nonfiction book using
Oregon Trail as key word. T. and S. search for the books using the Dewey Decimal
System. T. then shows how to find the topic search in the resource section using an
encyclopedia or other reference material.
Activity 2
S. log on to computers and do their own LMC search for teacher given topic. S. need to
find a fiction book, a non fiction book and an encyclopedic entry on it.
Activity 3
T. uses several of the books to highlight concepts of print like the glossary, index, table
of contents, etc. T. models looking for a subset of main search, Oregon Trail. S. then do
a search for a subset for their main search. Subset given by teacher.
Closer
Where do you find the glossary? the index, the table of contents, fiction books, nonfiction
book, encyclopedias?
Lesson 18: Pioneer America/Research Procedures
Goals
Students will be able to identify and use on-line search engines
Students will be able to search for information on the web using web browsers
Students will be able to identify the differences between valid and invalid web sites
Materials
Computers
Instruction page of on-line search engines
Warm up
S. identify parts of a non-fiction book either orally or written: Where is the glossary?
Where is the index? What is the table of contents? How to headings help in an
encyclopedia or dictionary?
Activity 1
What do you do when you want to look for something on the internet? Where do you go?
What do you type in? T. waits for S. response and then asks for the type of information
found on websites. Do you always find what you are looking for when you do a general
search? How do you know that the information is good? T. does a search on Pioneer
America or on a topic that a S. is studying in another class. T. shows S. how there are
many different sites and it’s hard to determine what information is good and accurate. T.
and S. brainstorm possible people or institutions that would be more valid than others. T.
then has S. use Google search engine to find information about Oregon Trail. T. has S.
explain which website (s) they would use and to provide evidence for their choice.
*S. should be able to choose websites that are sponsored by the government, a university
or college or other institution of higher education or written by someone knowledgeable
of the subject. Websites that are personally sponsored or are written by anybody are not
very valid.
Activity 2
T. introduces the school’s access to online search engines like About, AltaVista,
Badgerlink, Biography, Britannica, Clusty, Dogpile, Euroseek, Excite, Google, Lycos,
LycosZone, Merriam-Webster, WebCrawler, Yahoo, Yahooligans, SIRS, World Book
Online, WISCareers by going to the school’s website and gaining access to them from
there. T. has S. explore sites in cooperative groups. S. are to write about validity, type of
search engine (dictionary, encyclopedia, news database, scholarly research, general
search, etc) and then discuss validity of said sites. S. further explore with several
suggested searches or S. can choose independent searches.
Activity 3
T. and S. regroup and cooperative groups share their information in jigsaw activity.
Closer
Where is the best place to look for definition of a word? Past news articles? Biography
of an individual? Multiple categories of topic?
Lesson 19: Pioneer America/Research Procedures
Goals
Students will be able to define what a bibliography is and why it is important
Students will be able to write a bibliographic entry for fiction and non-fiction works
Students will be able to write a bibliographic entry for print and non-print resources
Materials
Note cards
Bibliography reference sheet
Various print and non-print media sources
Sample research paper including bibliography/works cited
Completed sample bibliography
Warm up
T. gives S. a print off page from a search result for pioneer American life and has S.
decide which site they would choose and why.
Activity 1
T. asks S. to think of what type of writing they do for other classes. T. records answers
on board. Then T. asks S. how often they need to use words from other books in those
writings. T. records those answers. T hen T. asks S. how often they give credit for the
words from other books. T. introduces the word plagiarism and gives example from
student life: Example: S does something great at home like cook dinner and mom and
dad are so happy but younger brother takes the credit.
Activity 2
How to write a bibliography: T. introduces writing a bibliographic entry using a fiction
book, one author. T. models where to find copyright information, date, etc. and writes a
bibliographic entry for said book. Then T. takes another book and has parts of the entry
already written but not in order. S. put the information in order using first model as
example. Finally, T. gives S. a book with copyright, author, date, information for S. to
create their own entry. T. repeats process for encyclopedias, internet source,
newspaper/magazine and movie.
Activity 3
T. hands out a completed bibliography for S. to look at and observe how to structure a
bibliography page. S. work in pairs writing down their observations. T. and S. regroup
and T. writes down observations. T. puts checks next to all the repeated items. If any
rules for writing bibliography are missing, T. then adds after S. discussion.
Closer
Exit card: Why is a bibliography important?
HW
S. receive a worksheet with lists of different books and other non-print resources. S.
place information in bibliographic form.
Lesson 20: Pioneer America/Research Procedures
Goals
Students will be able to identify and use different methods of note taking
Students will be able to verbalize the importance of taking good notes
Materials
Note cards
Outline format
Two column note format/T-chart
Warm up
S. place book information into bibliographic entry
Activity 1
T. asks: How do you take notes in class? What is your method? T. records S. responses
and then if no responses, T. reminds S. of note-taking strategies done in class (Venn, T-
chart, two column notes) If still no response, then T. states that taking notes is a useful
tool to help increase comprehension and to organize thoughts for later retrieval in an oral
or written situation (conversation or test)
Activity 2
T. introduces one method of taking notes: note cards. T. models how to take notes on a
note card by saying: Imagine that I am writing an essay on how pioneer Americans lived.
I have found several resources from the library and from online. I choose a resource and
use the table of contents (or index) to help me find specific information about pioneer
American life. I go to the page I need and I look for information that will tell me about
their lives. I need to write the information down somewhere so I use a note card. But,
while I am researching I use many different resources and I need to keep my different
sources separate so I can write a correct bibliography. How do I do that? T. shows S.
how to label note cards by writing a bibliography for each source, then including a
number on the bibliographic entry that goes on the corresponding note card.
Activity 3
T. then says Now that I have my bibliographic entry written for the first source, and I
have my correct labels on my note card, I can now write down the important information
to help me when I am writing later. But what do I write down? How do I make sure that
what I’m writing down is correct? T. reads a section from source and indicates which
part is important. I want to use this information and I really like how the author said it so
I am going to use a direct quote. T. reads the section that is important and writes it down
verbatim using proper quotation for beginning and end of quote. T. says: It’s also
important to have the correct page number so that if anyone wants to check where I got
my quote from, they can look. T. models using part of a quote, paraphrasing in own
words, and summarizing.
Closer
S. label two note cards: one with bibliographic entry and one with proper labeling of
topic and number of source.
Lesson 21: Pioneer America/Research Procedures
Goals
Students will be able to identify parts of note card note taking system
Students will be able to use note card note taking system to organize resources
Materials
Note cards
Print and nonprint resources
Warm up
Review bibliography format. T. provides source information and S. put in bibliography
form.
Activity 1
Assessment: T. gives S. three sources to put in bibliographic format.
Activity 2
T. and S. review note card format and differences between quotation, summarization and
paraphrasing. T. and S. do several practice note cards using the format and quotations,
summarizations and paraphrasing.
Activity 3
S. practice writing note card for information provided by T. T. gives very scripted
paragraph with very specific information for S. to look for. So can work cooperatively to
ensure that all information is correctly written on cards and to ensure that format does not
get in the way of comprehension
Closer
Exit Card: Why is it important to take good notes when doing research?
Lesson 22-25: Pioneer America
Goals
Students will be able to use research procedure skills to locate resources that are valid
and that are important to their subject
Students will be able to implement a note taking system to organize their thoughts and
keep their resources organized
Students will be able to write a bibliography using sources found from their research
Materials
Rubric
Computers
Note cards
Print and non print sources
Research procedure process sheet
Warm up
S. look at sample bibliography and sample note card and identify the errors that each one
has.
Discuss of errors
Activity 1
T. passes out rubric and explains research assignment on pioneer America. S. will
choose a topic to research about pioneer America: food, clothing, tools, chores, fun and
leisure, family life, religion, dangers and problems, travel, illness, careers. T has already
earmarked several sources, print and non-print that are language level appropriate for S.
If S. are 2-3, T. should hand pick sources. For 3-4, S. can choose own sources.
Activity 2
For level 2-3, research is very structured. S. find 3 resources, one print, one non-print
and one from the Internet. S. write their bibliographies on their cards and begin specific
research on their chosen topic. Level 2-3 S. need to show note cards to T. at the end of
each research day. For level 3-4, research is less structured. S find 3-5 resources
including one print, one non-print and one from the Internet. T. looks over note cards as
S. are writing them but S. do not need to turn in at end of class for T. review.
Activity 3
Continue research for 3-4 days. It’s important for T. to have chosen language level
appropriate materials. If level 2-3 struggle individually, S. can work in partners.
Lesson 26: Pioneer America
Goals
Students will be able to write a bibliography using sources found from their research
Students will be able to incorporate research information into journal entry format
Materials
Rubric
Computers
Note cards
Warm up
Tell me one interesting thing that you learned about while you were researching.
Activity 1
S. share their information with classmates that they learned while researching their topic
on Pioneer America. S. take notes using columns for separate topics. Every student
shares and every student takes notes.
Activity 2
S. type out their bibliography and attach it with their note cards to their rubric to turn in.
Activity 3
S. experience virtual tour of Oregon Trail using the CD Rom Oregon Trail or by going to
http://www.oregontrailcenter.org/ and clicking on Experience the Trail
Activity 4
Final assessment: T. provides journal writing rubric. After S. have explored the Oregon
Trail, S. write a three paragraph journal entry describing a life on the trail or describing a
day in the life of a pioneer American. S. can use their note cards and their column note
sheets from S. sharing time. This can be done during one class period.
Vocabulary
http://www.isu.edu/~trinmich/teacherguide.html
www.schoolvideos.com
Emigrant:
A person who is leaving one country to enter another. Pioneers in the early years of the Oregon Trail
were called emigrants because most were leaving the United States to enter the unorganized "Oregon
Country." Later, Oregon became a part of the U.S., but the word "emigrant" stuck.
Cholera:
An infectious disease caught by many emigrants on the Oregon Trail. It spread rapidly because of
unsanitary water. There was no cure and most died within a day. There is almost no Cholera in the
United States today because of better living conditions, but there have been epidemics recently in poor
countries.
Manifest Destiny:
Belief that the United States had an innate right to settle the entire West. Most Americans believed the
British, the Mexicans and the Indians should be driven out because the United States had the real 'right'
to expand to the west.
Pioneer:
An early settler in a new territory. All the people on the Oregon Trail were pioneers, but there were
many other pioneers who did not go to Oregon.
Blacksmith:
Worker who shapes heated iron by pounding it with a hammer. Blacksmiths were common on the
Oregon Trail because the iron rims of the wagon wheels were often in need of repair.
Ford:
To cross a river on foot or horseback. Often the pioneers forded streams or small rivers. However, many
rivers were too deep to ford, so they floated their wagons across or hired a ferry. On rare occasions a
toll bridge was available.
Pass:
A gap in a mountain range. Most passes are narrow gorges, but South Pass on the Oregon Trail was a
large `saddle' in the mountains--many miles wide.
The West:
Term used to describe the part of the United States that lies beyond the Mississippi River.
"Oregon Country:"
Refers to a large territory that was originally not a part of any other nation. Oregon Country
encompassed all of what is now Oregon, Washington, and Idaho; much of British Columbia; and small
parts of Wyoming and Montana. Later, Oregon Country was jointly held by Britain and the U.S.;
eventually it became a part of the United States.
Caulk:
To make the spaces between the boards of a wagon water tight by filling them with a water tight
material
Handcart:
A cart pushed by the hand
Landmark:
A noticeable object on the land that identifies a place or helps direct people where to go
Treaty:
An agreement between two parties