Assignment #3
Stage 2 - Understanding by Design
Kelly Shea
Assignment_3_Shea_Kelly
Title of
Unit
Sarah, Plain and Tall
Grade
Level
4th Grade
Desired Results
Content Standards:
ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and
responsible explanation of a variety of literary and informational texts.
Critical Component: For literary texts, the student identifies the characteristics of various
genres and produces evidence of reading that:
a. Relates theme in works of fiction to personal experience
b. Identifies and analyzes the elements of plot, character, and setting in stories read, written,
viewed, or performed.
c. Identifies the speaker of a poem or story.
d. Identifies sensory details and figurative language.
e. Identifies and shows the relevance of foreshadowing clues.
f. Makes judgments and inferences about setting, characters, and events and supports them
with elaborating and convincing evidence from the text.
Critical Component: For informational texts, the student reads and comprehends in order to
develop understanding and expertise and produces evidence of reading that:
e. Distinguishes cause from effect in context.
f. Summarizes main ideas and supporting details.
g. Makes perceptive and well-developed connections.
Stage 2 – Determine Acceptable Evidence
List the understandings of your unit:
Students will understand that:
 Realistic Fiction depicts untrue stories in a real-life manner
 One’s perceptions are developed and molded through life experiences
 The perspective of the teller of a story guides and affects the perspective of the
reader
 Sara, Plain and Tall is a story of historical importance due to its realistic depiction
of prairie life in the 1800s




There are many differences in life today and life in the 1800s
The English language has changed and developed over time
One’s culture, traditions, and perspectives vary depending on the geographical
location of one’s origins.
Although life is drastically different today than in the 1800s, people continue to
experience the same emotions and learn to cope in the same manner
Essential Questions
Overarching Questions:
Topical Questions:
 Why is Sarah, Plain, and Tall an
 What was the historical importance of
important story?
Sarah, Plain and Tall?
 Would the story have differed if it had
 What was Papa’s opinion of Sarah?
been told from Papa’s perspective?
 How have people’s lives changed
Why or why not?
since the 1800s? How have they not?
 Are people generally happier today
 What was Sarah’s effect on the lives
than in the 1800s? Why or why not?
of Anna and Caleb?
 Would a child experience the same
 Was Sarah able to “replace” Mama?
emotions and thoughts if he/she had
Why or why not?
had the same losses and life changes in
 Why did Papa feel the need to find a
today’s times?
“replacement” for Mama?
 How can something tragic result in
 In what way was singing a comfort to
something good/positive?
Caleb?
 How was Sarah’s singing critical in
 Is “mail-ordering” a bride common
the healing process for Caleb?
today? Why/why not?
 How would you feel if you were
 Why did Caleb want Anna to tell him
Caleb, knowing that your mother
the story of the day he was born?
passed away giving birth to you?
 How did Anna and Caleb feel about
 Would you want someone, a stranger,
having a stranger come live with
to come to live with you and take care
them?
of you in Anna’s situation?
 What would be the effect on Anna and
Caleb if Sarah decided to leave?
Performance Tasks
Task #1:
Goal: Your goal is to work with a group of students to create a short play illustrating
how Sarah, Plain and Tall would play out if it were rewritten for modern times rather
than the 1800s.
Role: Your job is to help create and act out a role in the play
Audience: The audience will be the classmates who were in other groups
Situation: The challenge in this task will be in carefully identifying changes that have
developed in day-to-day life over the last 100+ years, and to work these changes into the
play without changing the characters and/or the basic plot of the story.
Product Performance and Purpose: You will work with your group to create the script
(the lines should not be straight from the book) while continuing to represent each
character as he/she was in the book. The storyline should not be changed – only the time
setting. You will choose the most appropriate person in your group to play each role.
You will turn in the script. You will reflect on the performance of your group through a
journal entry. These reflections will be thoroughly discussed as a class.
Standards and Criteria for Success: Your assignment should:
 The characters’ emotions and personalities should be represented correctly.
 The main idea and basic plot of the story should remain as it is in the book.
 The play should accurately represent the same essential storyline, but changes
should be made for it to fit modern times. (An example for this might be the
transportation methods)
 The script should correspond to the main events of the story
**RUBRIC ATTACHED
Task #2:
Goal: Your goal is to write a letter to Sarah.
Role: You will take on the role of Anna or Caleb (you choose) and write a letter to
Sarah to introduce yourself and explain why you would like her to come live with you.
Audience: The audience will be your classmates.
Situation: You have been asked to write a letter to Sarah to persuade her to come live
with you and take care of you. You will explain your current family circumstances.
Product Performance and Purpose: You need to explain in detail your reasons for
needing her in order to persuade her to come and live with your family. The letter
should explain your thoughts and emotions about the difficulties that the family has
faced. You should keep in mind that she should have good cause to want to leave the
home she loves to come and live in a strange place with a strange family. The letter
should make her want to come and live with you. This activity will be followed by
reflective journal writing (as yourself this time!) relating what you learned about
yourself and how you might judge others. Include how you would cope under the same
circumstances. Would your actions be different now that you have read the story and
“put yourself in Caleb or Anna’s shoes?”
Standards and Criteria for Success: Your letter should:
 Provide clear descriptions of the events that have taken place in your family.
 Be persuasive by providing strong reasons for her to come live with you
 Express the emotions that you have experienced because of the difficulties you
have faced.
 Show your personality through your writing. Remember: the letter is from Anna
or Caleb – not YOU. Pretend that you are the character and write as if you are
that person.
**RUBRIC ATTACHED
Other Evidence
1. Create a K-W-L chart prior to reading the story which focuses on
what the students know about life on the prairie and life on the
seacoast in the 1800s. (Attached)
2. Create a Venn Diagram to compare and contrast Mother and
Sarah. Diagram will be added to as story progresses. (Attached)
3. Locate Maine and the prairie lands on a map.
4. Complete a prediction chart as we move through the story,
making predictions prior to each chapter. Predictions will be
reviewed following the chapters to see if they were correct. The
class will discuss these predictions, and a class prediction chart
will be provided and maintained on chart paper. (Attached)
5. Complete a story map identifying the main idea, characters,
problems, goals, and solutions. (Attached)
6. Complete a character web which identifies character traits.
(Attached)
7. Draw and color the prairie based on your visualization of it –
how you think Sarah drew it. Keep in mind the three colors that
were important to the story.
8. Written quiz on the story. (Attached)
9. Maintain a daily reader response journal reflecting the chapter
for the day. The journal entry should explain conclusions that
can be drawn based on the information in the chapter.
10.Maintain a chart representing words and/or phrases used in the
story that are not commonly used today. The chart will explain
the meaning as well as the modern way of saying the
words/phrases. (Attached)
11. Complete the…About Sarah question sheet. (Attached)
Student Self-Assessment and Reflection
1. Keep a daily journal reflecting your opinions about the
material read. How did it make you feel? What emotions
did you experience? Did you feel the same emotions as the
characters? Why or why not?
2. Watch the video production of Sarah, Plain and Tall. How is
the movie different from the book? How is it similar?
Which did you think was better? Write your responses in
your journal, and we will discuss them as a class.
3. Reflect on the book and think about how there could have
been a different ending. Create a new ending to the story
and write it in your journal. Was your new ending a happy
one or sad one?
4. Think about how much our world has changed since the
setting of this story. Make a list detailing as many changes as
you can think of. Do you think all of these changes are for
the best? Give a “yes” or “no” for each one and explain your
reasons for thinking so.
Six Facet Rubrics (2)
GRASPS Task # 1 – Create and Perform a Play
CATEGORY 1
2
3
4
The basic storyline
was presented.
Some of the main
events and details
were included and
represented
The storyline was
presented with some
errors. Few of the
main events and
details were
included.
The storyline had little
to do with the main
idea of the book. Main
events were inaccurate
and/or strayed away
from actual story.
portrayal of the
characters was very
accurate and well
written. Personalities
and emotions of the
characters were
illustrated in a
meaningful way.
The interpretation
and portrayal of the
characters was
accurate and written
fairly well.
Personalities and
emotions of the
characters were well
represented.
The interpretation
and portrayal of the
characters had little
resemblance to the
actual characters of
the book. Little
evidence of
personalities and
emotions of the
characters was
present.
Poor interpretation of
the characters in script
and performance. No
evidence of
personalities and
emotions of characters.
Application
The script was adapted
appropriately based on
the storyline and
designed to fit modern
times. Characters were
very effectively
performed.
The script was
appropriate and
designed to fit
modern times.
Characters were
performed
effectively.
The script had some
errors in
modifications
attempting to fit
modern times.
Characters were
performed with little
resemblance to
original characters.
The script was not
modified to fit modern
times and had many
errors. Poor
performance and
portrayal of characters.
Perspective
The characters’ true
personalities and
emotions were
revealed in detail. The
script and portrayals
were believable and
credible. Great care
was taken in
presenting the
perspectives of the
characters.
The characters’
personalities and
emotions were
revealed. The script
and portrayals was
fairly believable. An
attempt was made in
presenting the
perspectives of the
characters.
The characters’
personalities and
emotions were
revealed very little.
Attempts were made
in creating a
believable script and
portrayals. Little
attempt made in
presenting the
perspectives of the
characters.
The personalities and
emotions of the
characters were
inaccurately portrayed.
The script was not
believable.
Presentation of the
characters’
perspectives were farfetched.
Empathy
Actors exhibited a
sensitive and insightful
portrayal of characters.
The characters as well
as the difficulties faced
by the family were well
understood, as well as
gently and delicately
portrayed.
Actors’ portrayal of
the characters was
insightful. There was
evidence of a
generally good
understanding of the
characters and their
difficulties in the
sensitivity which was
displayed.
Actors read the lines
with little evidence of
insight into the
characters’ true
emotions. Little
understanding of the
characters and the
difficulties the family
faced.
Actors showed no
insight into the true
emotions of the
characters. No attempt
at understanding the
characters or the
difficulties they faced.
Explanation
An accurate account of
the basic storyline was
presented. The main
events and details
were included and
were thoroughly
represented.
Interpretation The interpretation and
SelfKnowledge
Journal entry and
participation in class
discussion was
thorough and insightful.
Reflections are
meaningful and include
things you learned
about yourself from this
experience and the
story itself.
Journal entry and
class discussion was
insightful. Reflections
include some of the
things you learned
about yourself from
this experience and
the story itself.
Little insight was
provided through
journal entry and
class discussion.
Reflections were
unorganized and
strayed from the
original directions.
Journal entry gave no
insight into what you
learned from this
experience and the
story. There was little
to no participation in
class discussion.
GRASPS Task # 2 – Persuasive letter to Sarah
1
2
3
4
Explanation
Letter is thorough
and clear in the
explanation of why it
was written, and the
explanation is made
clear in the opening
paragraph.
The letter is fairly
clear in the
explanation of its
purpose, and is
included in the
opening paragraph
The letter is not very
clear in the
explanation of its
purpose. An attempt
is made to explain at
the beginning.
The letter is
unorganized in
expressing the
purpose. The reader
is left without
knowledge of why it
was written.
Interpretation
Excellent
interpretation of the
character's feelings
and reasons behind
wanting Sarah to
come live with them.
The thoughts
conveyed are
consistent with what
the actual characters
in the book might
write. The letter was
very compelling.
Good interpretation
of the character's
reasons for wanting
Sarah to come and
live with them. The
thoughts conveyed
are fairly consistent
with what the
character might
write.
An attempt is made
to interpret the
character's reasons
for wanting Sarah to
come and live with
them. Many of the
reasons given are
unrelated to the
storyline.
No interpretation
present of the
reasons the
character would
want Sarah to come
and live with them.
The letter does not
appear to have been
written by the
character in the
story.
Application
The writer is able to
relate compelling
reasons for the
reader (Sarah) to
come and live with
them. The letter is
very effective in its
purpose of
persuasion.
The writer relates
valid reasons for the
reader (Sarah) to
come and live with
them. The letter was
written in a
persuasive manner.
The writer has few
reasons for the
reader (Sarah) to
come and live with
them. The reader is
left somewhat
unsure of the
purpose of the letter.
The writer gives
poor or unrelated
reasons for the
reader (Sarah) to
come and live with
them. The letter
strays from the
purpose of
persuasion.
Perspective
The writer is able to
clearly identify with
the character,
providing plausible
and valid thoughts
and opinions. The
writer communicates
from the character's
perspective rather
than personal
opinions and
thoughts.
The writer identifies
with the character,
providing some valid
and plausible
thoughts and
opinions. Good job
of writing from the
character's
perspective.
The writer attempts
to identify with the
character, and
provides few
plausible thoughts
and opinions.
The writer makes
little attempt to
identify with the
character. Much of
the letter is written
from an unlikely
perspective.
Empathy
The letter
demonstrates a
sensitive and
thoughtful position in
representing the
character. Much
thought is put into
effectively relating to
and communicating
the difficulties that
have been faced by
the Witting family.
The letter
demonstrates
empathy from the
writer. The writer
attempts to relate to
the trials faced by
the Witting family.
The letter
insufficiently
attempts to
empathize with the
character. The writer
does not appear to
be genuine.
The letter conveys
no emotion
regarding the
difficulties faced by
the Witting family.
CATEGORY
Self-Knowledge The reflective journal The reflective journal The reflective journal The reflective journal
entry effectively
communicates your
personal thoughts
and opinions, as well
as how you have
learned and grown
from identifying with
the characters in the
story.
entry communicates
your thoughts and
opinions, and
includes how you
have learned from
identifying with the
characters.
entry communicates
little information
regarding how you
feel about the story
and how you have
grown from reading
it.
entry does not
address your
thoughts regarding
the story and does
not show what you
have learned form
reading it.
K-W-L Chart
What I
KNOW
Name: ___________________
What I
WANT
What I have
LEARNED
Life on the Prairie
1. ________________
to know
Life on the Prairie
1. ________________
Life on the Prairie
1. ________________
__________________
__________________
__________________
2. ________________
2. ________________
2. ________________
__________________
__________________
__________________
3. ________________
3. ________________
3. ________________
__________________
__________________
__________________
4. ________________
4. ________________
4. ________________
__________________
Life on the Seacoast
5. ________________
__________________
Life on the Seacoast
5. ________________
__________________
Life on the Seacoast
5. ________________
__________________
__________________
__________________
6. ________________
6. ________________
6. ________________
__________________
__________________
__________________
7. ________________
7. ________________
7. ________________
__________________
__________________
__________________
8. ________________
8. ________________
8. ________________
__________________
__________________
__________________
Sarah, Plain and Tall
Chapter
1
2
3
4
5
6
7
8
9
Name: _______________________
Predictions
Was your
prediction
correct?
Story Map
Name: _______________________
Sarah, Plain and Tall
Main Idea
Main Characters
Secondary Characters
Problems
Goals
Solutions
Character Trait Web
Name: _______________________
Caleb
Anna
Character Trait Web
Name: _______________________
Sarah
Jacob
Sarah, Plain and Tall
Name: ___________________
1. Why does the Witting family want Sarah to come live with them?
___a. Their mother abandoned them
___b. The parents divorced
___c. Their mother died
___d. They want Sarah to be the children’s teacher
2. How would Papa know who Sarah was when she arrived?
___a. She would be wearing a calico dress
___b. She would be wearing a yellow bonnet
___c. She would be carrying a sign with her name on it
___d. She would wave
3. Why did Caleb not want Sarah to ride into town by herself?
___a. He was afraid she would get hurt
___b. He was afraid she would get lost
___c. He was afraid she would leave
___d. He wanted to go with her
4. What was missing from Sarah’s picture?
___a. Blue, gray, and green colors
___b. Birds flying in the air
___c. Clouds
___d. Flowers
5. Where was the safest place for the family to go during the storm?
___a. The storm cellar
___b. The barn
___c. In the middle of the house
___d. Matthew and Maggie’s house
6. Which farm animals became Sarah’s pets?
___a. The pigs
___b. The sheep
___c. The cows
___d. The chickens
7. Where was Sarah’s home?
___a. Connecticut
___b. Pennsylvania
___c. Maine
___d. Massachusetts
8. What did Caleb hope that Sarah could do?
___a. Sing to them
___b. Cook for them
___c. Read to them
___d. Sew for them
9. How did Anna compare the land of the plains to the land by the sea?
________________________________________________________
________________________________________________________
10.What story did Caleb repeatedly ask Anna to tell him?
________________________________________________________
11. In Maine, at the time of the story, “ayah” means _________________.
12.Why does Sarah sprinkle Caleb’s cut hair on the ground? __________
_________________________________________________________
_________________________________________________________
13.What does Sarah bring back from town that is special? ____________
_________________________________________________________
14.Before the storm arrived, Sarah and Jacob fixed the ________________
15. Anna and Caleb are afraid that Sarah will leave them because she misses
the _____________________________________.
Words and Phrases Chart
Word or Phrase used in story:
Name: ___________________
What does is mean and/or how
would we say it today?
…….About Sarah
Name: ______________________________
What do you know about Sarah, and how are you like her? Read the
following questions and think about them carefully before giving your
answer. Your answers do NOT have to match your classmates. Use your
own interpretation of Sarah.
1. Sarah proves to be a strong woman. This does not necessarily mean
strong like she can pick up something heavy. Can you explain
another way in which she is strong? Give some examples from the
story.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Do you know anyone who is strong like Sarah? Who is it and why are
they similar?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Why do you think Sarah brought her shells into the barn for safe
keeping?
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. What would you bring into the barn with you for safe keeping if you
were with Sarah? Why is this item special to you?
__________________________________________________________
__________________________________________________________
__________________________________________________________
5. Draw a picture below of Sarah as you pictured her in your mind from
the story. Keep in mind that everyone has a different image and that’s
okay. No one’s has to look alike. We will share our illustrations and see
how interesting it is that we all imagined her differently.