By the Shores of Silver Lake
By: Laura Ingalls Wilder
A Literature Circle Unit created by:
Kimberley H. Ramsey
RE 5730
Fall, 2003
The book, By the Shores of Silver Lake, is an example of historical
fiction and gives representations of frontier life, pioneer life, and
family life. In the book, Ma and the girls follow Pa west by train
where they make their home at a rough railroad camp and plan for
their own homestead.
This book is recommended for interest levels grade 4-7.
The reading level is 5.3.
This unit will be used with 4th grade students. It is on the Catawba
County Schools Grade 4 Recommended Reading List revised 20032004.
1
Launcher Activity
1. The teacher will read the book My Great-Aunt Arizona by
Gloria Houston to the class.
2. After reading, the class list on chart paper interesting
information from the book about Arizona’s life and growing up
in the Blue Ridge Mountains.
3. Discuss how life in the Blue Ridge Mountains might be the
same or different from life on the prairies out west.
4. Create a KWL chart about the book the class will begin
reading, By the Shores of Silver Lake by Laura Ingalls Wilder.
The students can place information they already know about
prairie life on chart, what they want to know from reading the
book, and after completing the book they can include
information they learned from the novel.
2
NCDPI Grade 4 English and Language Arts Competencies
and Goals
Strands: Oral Language, Written Language, and Other
Media/Technology
Competency Goal 1 The learner will apply enabling strategies and skills to
read and write.
1.01 Use word identification strategies appropriately and automatically when
encountering unknown words (graphophonic, syntactic, semantic).
1.02 Infer word meanings from taught roots, prefixes, and suffixes to decode words in
text to assist comprehension.
1.03 Identify key words and discover their meanings and relationships through a variety
of strategies.
1.04 Increase reading and writing vocabulary through:
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wide reading.
word study.
knowledge of homophones, synonyms, antonyms, homonyms.
knowledge of multiple meanings of words.
writing process elements.
writing as a tool for learning.
seminars.
book clubs.
discussions.
examining the author’s craft.
1.05 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and
comprehend unknown words.
1.06 Read independently daily from self-selected materials (consistent with the student’s
independent reading level) to:
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increase fluency.
build background knowledge.
expand vocabulary.
Competency 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 and to clarify meaning of
vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase,
question).
2.02 Interact with the text before, during, and after reading, listening, and viewing by:
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setting a purpose using prior knowledge and text information.
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making predictions.
formulating questions.
locating relevant information.
making connections with previous experiences, information, and ideas.
2.03 Read a variety of texts, including:
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fiction (legends, novels, folklore, science fiction).
nonfiction (autobiographies, informational books, diaries, journals).
poetry (concrete, haiku).
drama (skits, plays).
2.04 Identify and interpret elements of fiction and nonfiction and support by referencing
the text to determine the:
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plot.
theme.
main idea and supporting details.
author’s choice of words.
2.05 Make inferences, draw conclusions, make generalizations, and support by
referencing the text.
2.06 Summarize major points from fiction and nonfiction text(s) to clarify and retain
information and ideas.
2.07 Determine usefulness of information and ideas consistent with purpose.
2.08 Verify the meaning or accuracy of the author’s statement(s) by referencing the text
or other resources.
2.09 Listen actively by:
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asking questions.
paraphrasing what was said.
interpreting speaker’s verbal and non-verbal messages.
interpreting speaker’s purposes and/or intent.
Competency Goal 3 The learner will make connections with text through the
use of oral language, written language, and media and technology.
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and
evaluative processes by:
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analyzing the impact of authors’ word choice and context.
examining the reasons for characters’ actions.
identifying and examining characters’ motives.
considering a situation or problem from different characters’ points of view.
3.02 Analyze characters, events, and plots from different selections and cite supporting
evidence.
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3.03 Consider the ways language and visuals bring characters to life, enhance plot
development, and produce a response.
3.04 Make informed judgments about television and film/video productions.
3.05 Integrate information from two or more sources to expand understanding of text.
3.06 Conduct research for assigned projects or self-selected projects (with assistance)
from a variety of sources through the use of technological and informal tools (e.g., print
and non-print texts, artifacts, people, libraries, databases, computer networks).
Competency Goal 4 The learner will apply strategies and skills to create
oral, written, and visual texts.
4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression
demonstrating an awareness of volume and pace.
4.02 Use oral and written language to:
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present information and ideas in a clear, concise manner.
discuss.
interview.
solve problems.
make decisions.
4.03 Make oral and written presentations using visual aids with an awareness of purpose
and audience.
4.04 Share self-selected texts from a variety of genres (e.g., poetry, letters, narratives,
essays, presentations).
4.05 Use planning strategies to generate topics and organize ideas (e.g., brainstorming,
mapping, webbing, reading, discussion).
4.06 Compose a draft that conveys major ideas and maintains focus on the topic with
specific, relevant, supporting details by using preliminary plans.
4.07 Compose fiction, nonfiction, poetry, and drama using self-selected and assigned
topics and forms (e.g., personal and imaginative narratives, research reports, diaries,
journals, logs, rules, instructions).
4.08 Focus revision on a specific element such as:
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word choice.
sequence of events and ideas.
transitional words.
sentence patterns.
4.09 Produce work that follows the conventions of particular genres (e.g., personal and
imaginative narrative, research reports, learning logs, letters of request, letters of
complaint).
4.10 Use technology as a tool to gather, organize, and present information.
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Competency Goal 5 The learner will apply grammar and language
conventions to communicate effectively.
5.01 Use correct capitalization (e.g., names of languages, nationalities, musical
compositions) and punctuation (e.g., commas in a series, commas in direct address,
commas and quotation marks in dialogue, apostrophes in possessives).
5.02 Demonstrate understanding in speaking and writing by appropriate usage of:
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pronouns.
subject/verb agreement.
verb tense consistency.
subject consistency.
5.03 Elaborate information and ideas in writing and speaking by using:
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simple and compound sentences.
regular and irregular verbs.
adverbs.
prepositions.
coordinating conjunctions.
5.04 Compose multiple paragraphs with:
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topic sentences.
specific, relevant details.
logical progression and movement of ideas.
coherence.
elaboration.
concluding statement related to the topic.
5.05 Use visual (orthography) and meaning-based strategies as primary sources for
correct spelling.
5.06 Proofread and correct most misspellings independently with reference to resources
(e.g., dictionaries, thesauri, glossaries, computer spell-checks, and other classroom
sources).
5.07 Use established criteria to edit for language conventions and format.
5.08 Demonstrate evidence of language cohesion by:
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logical sequence of fiction and nonfiction retells.
time order sequence of events.
sustaining conversations on a topic.
5.09 Create readable documents through legible handwriting and/or word processing.
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By the Shores of Silver Lake p.1-35
Session 1
Character Sketcher
Your job is to sketch Laura Ingalls. Identify the character’s actions
(traits) and explain or prove these traits indicating the page and
paragraph from the assigned section. Identify the character’s goal
(which is what the character wants to do or accomplish) and identify
the character’s problem and solution from the assigned reading.
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Discussion Director
Your job is to ask 6 questions, the answers to your questions, and the
p. ___ and par. ___ where the answers are found (if possible). Be sure
you ask questions that really make your group think!!!! You must
write an MCEOG question and then choose from these question
types:
Point of View
Problem/Solution
Mood
Cause/Effect
Character Goal
Sequence of Events
Setting
Fact/Opinion
Passage Picker
Your job is to pick out 4 passages that exhibit the following:
Funny/Amusing
Descriptive
Figurative Language (Idiom, Metaphor, Personification)
Informative
Foreshadowing
Word Wizard
Your job is to complete a word wizard card for the following words.
On side one include in LARGE PRINT you word and the page and
paragraph number. On the other side of the card you should draw a
picture to represent your word, the correct part of speech (noun,
verb, adjective, adverb), and the definition of the word.
Jubilant p. 6, par. 1
Telegraph p. 21, par.3
Conductor p. 22, par. 1
Spout p. 24, par. 4
Soot p. 29, par. 2
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Summarizer
Your job is to summarize what has happened and give major issues
discussed to this point in the book.
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By the Shores of Silver Lake p.37-80
Session 2
Character Sketcher
Your job is to sketch Lena. Identify the character’s actions (traits)
and explain or prove these traits indicating the page and paragraph
from the assigned section. Identify the character’s goal (which is
what the character wants to do or accomplish) and identify the
character’s problem and solution from the assigned reading.
Discussion Director
Your job is to ask 6 questions, the answers to your questions, and the
p. ___ and par. ___ where the answers are found (if possible). Be sure
you ask questions that really make your group think!!!! You must
write an MCEOG question and then choose from these question
types:
Point of View
Problem/Solution
Mood
Cause/Effect
Character Goal
Sequence of Events
Setting
Fact/Opinion
Passage Picker
Your job is to pick out 4 passages that exhibit the following:
Funny/Amusing
Descriptive
Figurative Language (Idiom, Metaphor, Personification)
Informative
Foreshadowing
10
Word Wizard
Your job is to complete a word wizard card for the following words.
On side one include in LARGE PRINT you word and the page and
paragraph number. On the other side of the card you should draw a
picture to represent your word, the correct part of speech (noun,
verb, adjective, adverb), and the definition of the word.
Contract p. 37, par. 4
Feedbox p. 38, par. 4
Forelock p. 53, top of page
Surveyors p. 57, par. 2
Astonished p. 64, par. 5
Double Diary Entry
Fold a sheet of paper in half (hot dog style). On the left side write a
short passage or quote from the book. On the right side, write in
your words what that passage or quote means to you.
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By the Shores of Silver Lake p. 81-127
Session 3
Character Sketcher
Your job is to sketch of Pa (Charles) Ingalls. Identify the character’s
actions (traits) and explain or prove these traits indicating the page
and paragraph from the assigned section. Identify the character’s
goal (which is what the character wants to do or accomplish) and
identify the character’s problem and solution from the assigned
reading.
Discussion Director
Your job is to ask 6 questions, the answers to your questions, and the
p. ___ and par. ___ where the answers are found (if possible). Be sure
you ask questions that really make your group think!!!! You must
write an MCEOG question and then choose from these question
types:
Which person in camp is thought to be a horse thief?
a. Ma
b. Laura
c. Big Jerry p. 82, par. 1
d. Pa
What word does Pa use to describe Big Jerry?
Kinder-hearted p. 83, par. 1
What is Pa’s nickname for Laura?
Half-Pint p. 97, par. 1
Why is it better for a train to run on level land?
The engine will burn less coal because it doesn’t have to run up
and down grades. P. 101, par. 1
Where did Ma hide the money from the paymaster?
In the flour sack p. 111, par. 2
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Why does it take so long for the paymaster to deliver money for
payday?
It takes time for the paymaster to travel across the prairie and
it would not be safe for him to carry a whole month’s pay at one time.
P. 112, par. 2
Point of View
Problem/Solution
Mood
Cause/Effect
Character Goal
Sequence of Events
Setting
Fact/Opinion
Passage Picker
Your job is to pick out 4 passages that exhibit the following:
Funny/Amusing
Descriptive
Figurative Language (Idiom, Metaphor, Personification)
Informative
Foreshadowing
Word Wizard
Your job is to complete a word wizard card for the following words.
On side one include in LARGE PRINT you word and the page and
paragraph number. On the other side of the card you should draw a
picture to represent your word, the correct part of speech (noun,
verb, adjective, adverb), and the definition of the word.
Shanty p. 84, par. 2
Stable p. 85, par. 4
Basins p. 94, par. 2
Boisterous p. 96, par. 1
Anxious p. 117, par. 5
Artful Artist
Your job is to draw a picture to describe what Laura saw when Pa
took her to see the railroad grade.
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By the Shores of Silver Lake p. 129-161
Session 4
Character Sketcher
Your job is to sketch Carrie Ingalls. Identify the character’s actions
(traits) and explain or prove these traits indicating the page and
paragraph from the assigned section. Identify the character’s goal
(which is what the character wants to do or accomplish) and identify
the character’s problem and solution from the assigned reading.
Discussion Director
Your job is to ask 6 questions, the answers to your questions, and the
p. ___ and par. ___ where the answers are found (if possible). Be sure
you ask questions that really make your group think!!!! You must
write an MCEOG question and then choose from these question
types:
Point of View
Problem/Solution
Mood
Cause/Effect
Character Goal
Sequence of Events
Setting
Fact/Opinion
Passage Picker
Your job is to pick out 4 passages that exhibit the following:
Funny/Amusing
Descriptive
Figurative Language (Idiom, Metaphor, Personification)
Informative
Foreshadowing
14
Word Wizard
Your job is to complete a word wizard card for the following words.
On side one include in LARGE PRINT you word and the page and
paragraph number. On the other side of the card you should draw a
picture to represent your word, the correct part of speech (noun,
verb, adjective, adverb), and the definition of the word.
Prairie p. 129, par. 1
Debt p. 131, par. 3
Muffler p. 135, par. 1
Feast p. 146, par. 4
Feeble p. 151, par. 5
Internet Investigator
Your job is to investigate the following sites to find out more about
the book’s author Laura Ingalls Wilder. List 3 interesting facts that
you discovered from the sites.
http://www.lauraingallswilderhome.com/
http://webpages.marshall.edu/~irby1/laura/frames.html
Laura Ingalls was born in a cabin near Pepin, Wisconsin on
February7, 1867.
Rose, Laura’s daughter, was the one who urged her mother to write
the stories for children’s books.
In 1932, Laura published her first Little House book.
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By the Shores of Silver Lake p. 163-187
Session 5
Character Sketcher
Your job is to sketch Mr. Boast. Identify the character’s actions
(traits) and explain or prove these traits indicating the page and
paragraph from the assigned section. Identify the character’s goal
(which is what the character wants to do or accomplish) and identify
the character’s problem and solution from the assigned reading.
Discussion Director
Your job is to ask 6 questions, the answers to your questions, and the
p. ___ and par. ___ where the answers are found (if possible). Be sure
you ask questions that really make your group think!!!! You must
write an MCEOG question and then choose from these question
types:
Point of View
Problem/Solution
Mood
Cause/Effect
Character Goal
Sequence of Events
Setting
Fact/Opinion
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Passage Picker
Your job is to pick out 4 passages that exhibit the following:
Funny/Amusing
Descriptive
Figurative Language (Idiom, Metaphor, Personification)
Informative
Foreshadowing
Then write down the page number and paragraph number of the
passage, the first and last two words of the passage, and the reason
you chose this passage. Create a question about your passage and
give the answer. Finally, write down the author’s purpose (to
describe, to entertain, to inform, or to persuade).
Page 179, paragraph 2
“And you’re”…feared he never would.
I chose this passage because it describes how thankful the family is
to have one another.
Question: Why did the family think Pa would not have been around
that Christmas?
Answer: Because that year Pa was lost in a blizzard and he became
disoriented and almost was unable to find his way back home.
Author’s purpose: To describe
Word Wizard
Your job is to complete a word wizard card for the following words.
On side one include in LARGE PRINT you word and the page and
paragraph number. On the other side of the card you should draw a
picture to represent your word, the correct part of speech (noun,
verb, adjective, adverb), and the definition of the word.
Swiftly p. 163, par. 2
Petticoats p. 164, par. 3
Delicate p. 177, par. 1
Veil p. 184, par. 3
Bobsled p. 184, par. 5
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Connector
Your job is to connect the book to the outside world. Write a
paragraph, answering one of these statements:
Explain how this story reminds you of any other book or story you
have read or heard.
Does this part of the story remind you of anything that has happened
to you, a friend, or a family member? Explain.
(Include who or what you connection is about, where and when it
happened, what happened, and how it connects or deals with a part
of the story.)
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By the Shores of Silver Lake p. 189-231
Session 6
Character Sketcher
Your job is to sketch Mrs. Boast. Identify the character’s actions
(traits) and explain or prove these traits indicating the page and
paragraph from the assigned section. Identify the character’s goal
(which is what the character wants to do or accomplish) and identify
the character’s problem and solution from the assigned reading.
Discussion Director
Your job is to ask 6 questions, the answers to your questions, and the
p. ___ and par. ___ where the answers are found (if possible). Be sure
you ask questions that really make your group think!!!! You must
write an MCEOG question and then choose from these question
types:
Point of View
Problem/Solution
Mood
Cause/Effect
Character Goal
Sequence of Events
Setting
Fact/Opinion
Passage Picker
Your job is to pick out 4 passages that exhibit the following:
Funny/Amusing
Descriptive
Figurative Language (Idiom, Metaphor, Personification)
Informative
Foreshadowing
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Word Wizard
Your job is to complete a word wizard card for the following words.
On side one include in LARGE PRINT you word and the page and
paragraph number. On the other side of the card you should draw a
picture to represent your word, the correct part of speech (noun,
verb, adjective, adverb), and the definition of the word.
Enormous p.196, par. 4
Pantry p. 197, par. 1
Scalloped p. 208, par. 6
Settlement p. 216, par. 6
Greenhorns p. 225, par. 2
Artful Artist
Your job is to draw a picture to describe Christmas morning with the
Ingalls family and share with your group.
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By the Shores of Silver Lake p. 233-265
Session 7
Character Sketcher
Your job is to sketch Mary Ingalls. Identify the character’s actions
(traits) and explain or prove these traits indicating the page and
paragraph from the assigned section. Identify the character’s goal
(which is what the character wants to do or accomplish) and identify
the character’s problem and solution from the assigned reading.
Discussion Director
Your job is to ask 6 questions, the answers to your questions, and the
p. ___ and par. ___ where the answers are found (if possible). Be sure
you ask questions that really make your group think!!!! You must
write an MCEOG question and then choose from these question
types:
Point of View
Problem/Solution
Mood
Cause/Effect
Character Goal
Sequence of Events
Setting
Fact/Opinion
Passage Picker
Your job is to pick out 4 passages that exhibit the following:
Funny/Amusing
Descriptive
Figurative Language (Idiom, Metaphor, Personification)
Informative
Foreshadowing
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Word Wizard
Your job is to complete a word wizard card for the following words.
On side one include in LARGE PRINT you word and the page and
paragraph number. On the other side of the card you should draw a
picture to represent your word, the correct part of speech (noun,
verb, adjective, adverb), and the definition of the word.
Claim p. 234, par. 1
Astounded p. 237, top of page
Boarders p. 241, par. 6
Profit p. 242, par. 2
Partition p. 249, par. 1
Summarizer
Your job is to summarize what has happened and give major issues
discussed in this part of the book.
Pa returned from Brookings after trying to make a claim for the
family’s homestead. Ma and the family, with the help of Mr. And Mrs.
Boast, have been allowing travelers to eat and sleep at the house for
twenty-five cents a night. Pa shares his story of how he had to stay
in line overnight to make sure two other men did not get his land.
Mr. Edwards appeared and helped Pa and he was able to get the land
he wanted. Ma and Laura shared with Pa that they made a profit of
$15.25. Pa travels to get limber to build and building in town that he
can sell later. Ma begins packing up to move the family out of the
surveyor’s house soon. After Pa hears about a man shot and killed
by a claim jumper, he decides to start building and the homestead.
The family then makes to move out to the long awaited new home
place.
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By the Shores of Silver Lake p. 267-290
Session 8
Character Sketcher
Your job is to sketch Ma (Caroline) Ingalls. Identify the character’s
actions (traits) and explain or prove these traits indicating the page
and paragraph from the assigned section. Identify the character’s
goal (which is what the character wants to do or accomplish) and
identify the character’s problem and solution from the assigned
reading.
Discussion Director
Your job is to ask 6 questions, the answers to your questions, and the
p. ___ and par. ___ where the answers are found (if possible). Be sure
you ask questions that really make your group think!!!! You must
write an MCEOG question and then choose from these question
types:
Point of View
Problem/Solution
Mood
Cause/Effect
Character Goal
Sequence of Events
Setting
Fact/Opinion
Passage Picker
Your job is to pick out 4 passages that exhibit the following:
Funny/Amusing
Descriptive
Figurative Language (Idiom, Metaphor, Personification)
Informative
Foreshadowing
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Word Wizard
Your job is to complete a word wizard card for the following words.
On side one include in LARGE PRINT you word and the page and
paragraph number. On the other side of the card you should draw a
picture to represent your word, the correct part of speech (noun,
verb, adjective, adverb), and the definition of the word.
Cupboard p. 268, par. 5
Yeast p. 269, par. 5
Startled p. 272, par. 1
Pendulum p. 272, par. 6
Harness p. 273, par. 3
Double Diary Entry
Fold a sheet of paper in half (hot dog style). On the left side write a
short passage or quote from the book. On the right side, write in
your words what that passage or quote means to you.
The horrible, sunny prairie was
so large. No lost baby could ever
be found on it. Ma’s calling and
Pa’s shouts came from Big
Slough. They were thin cries,
lost in wind, lost on the
enormous bigness of the prairie.
p. 280, par. 1
I can’t imagine how Laura and
her family would feel to think
you have lost a family member.
I know baby Grace does feel like
she is lost. But when I was four
years old, I was separated from
my mom in a store. I was so
frightened. I still can remember
the relief I felt when we were
finally together in the store.
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Closure Activity: Silver Lake Quilt
1. Gather together and a class and review and add information to
the KWL chart used in the Launcher Activity.
2. After completing the chart, have the students get with a
partner.
3. Each team will select their favorite scene from By the Shores of
Silver Lake and illustrate using any materials available
(markers, colored pencils, fabric, construction paper, etc.).
4. After each team has completed their scene the class will gather
and place the scenes in order from the book.
5. The teacher can tape the pictures together on back (edge to
edge) and display on the wall in the classroom as a patchwork
quilt.
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Bibliography of References
Houston, G. (1992). My Great-Aunt Arizona. New York:
HarperCollins Publishers.
Wilder, L. (1967). By the Shores of Silver Lake. New York:
Harper Trophy.
http://webpages.marshall.edu/~irby1/laura/frames.html
http://www.lauraingallswilderhome.com/
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