A Literature Circle Unit
on
The Sign of the Beaver
By: Elizabeth George Speare
Image from - amazon.com
Level: 5th - 6th Grade
This realistic fiction story depicts the relationship between
White man and Indian in the late 1760’s/early 1770’s. Two young
boys from different cultures come to know and learn from each
other. Through this unit, students will learn the history of early
American life and settlement.
Designed by:
Brooke Davis and Kristi Wietzke-Childers
Competencies and Goals from the North
Carolina Department of Public Instruction
Computer/Technology Skills Curriculum
Grade Level: 5
STRANDS: SI = Societal Issues; KU/WP/DTP = Keyboard
Utilization/Word Processing/Desk Top Publishing; DB = Database;
SS = Spreadsheet; T = Telecommunications; M/P =
Multimedia/Presentation
Competency
The learner will demonstrate knowledge and skills
Goal 2
in the use of computer and other technologies.
2.1 Use technology tools to collect, analyze, and display
data. (SI)
Competency
Goal 3
2.3 Use keyboarding skills to improve speed and
accuracy. (KU/WP/DTP)
The learner will use a variety of technologies to
access, analyze, interpret, synthesize, apply, and
communicate information.
3.1 Create a product using information located in a
database. (DB)
3.2 Evaluate the accuracy, credibility, and validity of
data in a database. (DB)
3.3 Select search strategies to obtain information. (DB)
3.4 Select the most appropriate graph to display data
and state reason. (SS)
3.5 Create modify a multimedia presentation citing
sources of copyrighted materials. (M/P)
3.6 Participate in curriculum-based telecommunications
projects as a class activity. (T)
3.7 Evaluate information found via telecommunications
for appropriateness, content, and usefulness. (T)
Reading


Exhibits the attitudes, habits, and dispositions of a reader.
-Reads literary, informational, and practical materials beyond personal
experience
-Reads widely for pleasure for interest, or for learning
-Makes comments and expresses feelings about characters beyond own
experiences
Uses one or more of the following strategies as appropriate to construct meaning
from text.
-Uses print and electronic resource materials such as dictionaries
-Selects relevant passages or phrases to answer questions without
necessarily reading the whole text
-Visualizes rich description in written text
Constructs meaning from literary,informational, and practical texts
-Reads literary, informational, and practical text
-Recognizes the similarities and differences between selections
-Supports recommendation, opinion, or argument by reference to evidence
presented in text
-Compares information from different sources
-Compares different versions of the same stories from different cultures
-Discusses authors purpose in a selection
-Describes links between personal experiences and arguments and ideas in
text
Social StudiesThe fifth grade study extends the focus to geographic regions of the United States,
Canada, Mexico, and Central America. Students learn about the people of these nations
and the physical environments in which they live. As they examine social, economic, and
political institutions, students analyze similarities and differences among societies.
Concepts for this study are drawn from history and the social sciences, but the primary
discipline is cultural geography. Given the swiftness of change and our global
information systems, students' examinations of these concepts must require continuous
reference to current events and trends.
Strands: Individual Development and Identity, Cultures and Diversity, Historical
Perspectives, Geographic Relationships, Economics and Development, Global
Connections, Technological Influences, Government and Active Citizenship
COMPETENCY GOAL 1: The learner will apply key geographic concepts to the
United States and other countries of North America.
Objectives
1.01 Describe the absolute and relative location of major landforms, bodies of
water, and natural resources in the United States and other countries of North
America.
1.02 Analyze how absolute and relative location influence ways of living in the
United States and other countries of North America.
1.04 Describe the economic and social differences between developed and
developing regions in North America.
1.05 Explain how and why population distribution differs within and between
countries of North America.
1.06 Explain how people of the United States and other countries of North
America adapt to, modify, and use their physical environment.
1.07 Analyze the past movement of people, goods, and ideas within and among
the United States, Canada, Mexico, and Central America and compare it to
movement today.
COMPETENCY GOAL 2: The learner will analyze political and social institutions
in North America and examine how these institutions respond to human needs,
structure society, and influence behavior.
Objectives
2.08 Describe the different types of families and compare and contrast the role the
family plays in the societal structures of the United States, Canada, Mexico, and
selected countries of Central America.
COMPETENCY GOAL 3: The learner will examine the roles various ethnic groups
have played in the development of the United States and its neighboring countries.
Objectives
3.01 Locate and describe people of diverse ethnic and religious cultures, past and
present, in the United States.
3.02 Examine how changes in the movement of people, goods, and ideas have
affected ways of living in the United States.
3.03 Identify examples of cultural interaction within and among the regions of the
United States.
3.04 Hypothesize how the differences and similarities among people have
produced diverse American cultures.
3.05 Describe the religious and ethnic impact of settlement on different regions of
the United States.
3.06 Compare and contrast the roles various religious and ethnic groups have
played in the development of the United States with those of Canada, Mexico, and
selected countries of Central America.
COMPETENCY GOAL 4: The learner will trace key developments in United States
history and describe their impact on the land and people of the nation and its
neighboring countries.
Objectives
4.02 Explain when, where, why, and how groups of people settled in different
regions of the United States.
4.03 Describe the contributions of people of diverse cultures throughout the
history of the United States.
Launch Activity
1. Break students into groups of five.
2. Give each group a story board.
3. Give each group member 4-6
sticky notes with possible story
element clues written upon them.
4. Have students read and place their
clues under what they think is the
correct element for that clue.
5. Have each student recreate their
story board on a sheet of paper, to
be revisited later.
6. Have small groups share their
opinions of story element clues in a
whole group setting.
Possible Story Element Clues
Characters
Problem/Goal
Matt
Grandmother
Attean
Saknis
Ma
Sarah
Ben
Bees
Treaty
Pa
Dislike
Log cabin
Survival
Setting
Solution
Maine
Forest
Near river
Late 1760’s – Early 1770’s
Saved by Indians
Friendship formed
Family arrives
Learns language
Gains survival skills
Plot/Action
Other Details
Use of nature
Dog
Bear
Village
Robinson Crusoe
Beaver
Invitation to go north
Reading
Turtle
Quincy, Massachusetts
The Sign of the Beaver
Section 1 p. 1-18
CHARACTER SKETCHER
Your job is to sketch one of the following characters: Matt, Ben, or Father
DISCUSSION DIRECTOR
Your job is to ask six questions, write the answers to your questions and identify the page
and paragraph where the questions are found (if possible). Ask good thinking questions!
Ask the following:
1 Prediction Question
1 MCEOG
1 Mood Question
1 Cause and Effect
2 “Thinking” Questions on your own
PASSAGE PICKER
Your job is to pick 4 passages that exhibit the following:
1 foreshadowing
1 figurative language (simile or metaphor)
1 descriptive
1 confusing
Write down the page and paragraph number of the passage, the first and last two words of
the passage, and the reason you chose this passage (make sure you explain why!). Then,
ask a question about your passage and give an answer. Finally, write down the author’s
purpose (to describe, to entertain, to inform, or to persuade).
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Clearing
Notch
Ruefully
Coaxed
Horrid
Despised
Begrudging
Rage
p. 1 par. 1
p. 1 par. 2
p. 5 par. 5
p. 8 line 6
p. 9 par. 1
p. 16 par. 1
p. 17 par. 1
p. 18 par. 4
TRAVEL TRACER
Your job is to plot the places that are mentioned in this section on a map. Draw your own
map to represent the movement of Matt and his father. Be sure to list the page number(s)
from the text where you have found this information.
EXAMPLE
The Sign of the Beaver
Section 2 p. 19-38
CHARACTER SKETCHER
Your job is to sketch one of the following characters: Matt, Grandfather, or Attean
DISCUSSION DIRECTOR
Your job is to ask six questions, write the answers to your questions and identify the page
and paragraph where the questions are found (if possible). Ask good thinking questions!
Ask the following:
1 Problem and solution Question
1 Mood Question
1 Characterization Question
1 Cause and Effect Question
2 “Thinking” Questions on your own
PASSAGE PICKER
Your job is to pick 4 passages that exhibit the following:
1 informative
1 important
1 descriptive
1 confusing
Write down the page and paragraph number of the passage, the first and last two words of
the passage, and the reason you chose this passage (make sure you explain why!). Then,
ask a question about your passage and give an answer. Finally, write down the author’s
purpose (to describe, to entertain, to inform, or to persuade).
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Endure
Resentful
Awkward
Incomprehensible
Defiance
Savage
Finicky
Salvage
p. 22 par. 2
p. 27 par. 6
p. 29 par. 7
p. 31 par. 4
p. 31 par. 5
p. 32 par. 1
p. 33 par. 6
p. 38 par. 4
SUMMARIZER
Your job is to summarize what has happened and discuss the major issues that you have
read to this point in the book.
EXAMPLE
Matt’s family is from Massachusetts. He and his father went to Maine to build a home
and settle near the Penobscot River. His father has just left Matt to go back to
Massachusetts to get the rest of the family. He has left him with a rifle so he can kill
animals to survive. One day a stranger comes along. Matt thinks it is an Indian or his
father. Finding that it is not either of them, he invites the man into the house. He is kind
to the stranger but the stranger is not so kind to him. After eating Matt’s food and getting
sleep, he sneaks off with Matt’s gun. Now what is Matt to do for survival?
The Sign of the Beaver
Section 3 p. 39-58
CONNECTOR
Your job is to connect the book to yourself. Write a paragraph connecting the following
passage from the book to your life.
Page 54 paragraph 2 “Yet he did not think this would happen. For some reason he could
not explain to himself, he trusted Attean. He didn’t really… They didn’t like each other,
but they were no longer enemies.”
EXAMPLE
This passage reminds me of a girl I knew in elementary school. Her name was
Samantha Wise. She was one of those girls who was bigger than everyone else and
pushed others around. Sam, as she preferred to be called, didn’t have a lot of friends on
account of her bossy personality. Not only was I not fond of her, I could not stand her.
She had gotten me in a lot of trouble with our fourth grade teacher the year before.
She had gotten into Leslea Graham’s book bag and taken her twenty-dollar bill
that she brought for her lunch account. Well, when lunchtime rolled around, Leslea went
to get her money and it wasn’t there. Of course Leslea told our teacher that it was
missing. Mrs. Hammond approached the class about the missing money, but no one
would own up to taking Leslea’s money. This angered Mrs. Hammond and she said that
when she found out who had taken the money, they were going to be in some serious hot
water with her and Mr. Shook, the principal.
The next morning when I got to school, Mrs. Hammond said that she wanted to
see me in the hall. I knew something was wrong because she had an awful scowl on her
face. As we walked into the hallway, she pulled the door shut behind her. She then
began to scold me for taking Leslea’s money. When I told her that I didn’t know what
she was talking about, her voice got even angrier. “Don’t try to get out of this, missy,”
she said. “Someone told me this morning that she saw you take it from Leslea’s book
bag yesterday morning, and that you had put it in your desk. When I went to look in your
desk, there it was nestled inside of your spelling book. I cannot believe that you would
do this. You and I are going to march down to Mr. Shook’s office this minute,” she
snapped.
I tried to plea my case, but to no avail. I ended up getting in-school suspension
for three days and having to do clean up in the cafeteria every afternoon for a week.
When I walked back into the classroom, the only person to seem interested that I had
returned was Sam. She watched me like a hawk as I walked across the room to get my
stuff. A guilty smirk spread across her face when she realized I had seen her watching
me, and I knew right then that she had been the one to set me up. From that day forward,
I vowed I would never speak to that evil girl again; at least that’s what I had thought.
The next year, she and I had a science class together. Our teacher assigned us a
volcano project that had to be done with a partner. Unfortunately for me, we didn’t get to
pick our partners; Mr. Holt picked them for us. Lucky me, I got stuck with Sam. We
were given two weeks to complete our volcano, and during the two days we were given
to do it in class, Sam and I just argued. Needless to say, we did not get a whole lot done
and had to meet at my house for two Saturdays to work on it. During that time, Sam
opened up to me about her family life at home. Let’s just say it was not what you’d call
the greatest, or even good for that matter. I just listened, I didn’t know what else to do.
When we finished the project, she said that she was glad that we had gotten paired up and
apologized for getting me into so much trouble the year before.
I forgave her and told her that I was glad to have gotten to work with her too.
From that day forward, I didn’t really mind having her in my classes. I cannot say that I
really liked her, but at least I didn’t consider her my enemy anymore.
DISCUSSION DIRECTOR
Your job is to ask six questions, write the answers to your questions and identify the page
and paragraph where the questions are found (if possible). Ask good thinking questions!
Ask the following:
1 Prediction Question
1 Characterization Question
1 Setting Question
1 Problem/ solution Question
2 “Thinking” Questions on your own
PASSAGE PICKER
Your job is to pick 4 passages that exhibit the following:
1 informative
1 important
1 interesting
1 controversial
Write down the page and paragraph number of the passage, the first and last two words of
the passage, and the reason you chose this passage (make sure you explain why!). Then,
ask a question about your passage and give an answer. Finally, write down the author’s
purpose (to describe, to entertain, to inform, or to persuade).
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Dumfounded
Partridge
Nonchalantly
Scowl
Vanished
Wary
Plodded
Disgruntled
p. 39 par. 6
p. 41 line 5
p. 41 line 10
p. 47 par. 3
p. 50 par. 1
p. 52 par. 4
p. 57 par. 8
p. 58 par. 2
ARTFUL ARTIST
Your job is to develop a creative way to respond to the events and the themes in the text.
You may choose to write a poem or song, create a three-dimensional representation, or
paint a picture.
EXAMPLE
Summer time
Teaching
Reading
And
New ways to survive
Growth
Earning
Respect
Secrets of the forest
The Sign of the Beaver
Section 4 p. 59-75
ACTIVITY ACTIVATOR
Your job is to work with your group to create a graphic organizer that compares and
contrasts the White man and the Indian. Choose from one of the following graphic
organizers: Double Bubble or Venn Diagram
EXAMPLE
DISCUSSION DIRECTOR
Your job is to ask six questions, write the answers to your questions and identify the page
and paragraph where the questions are found (if possible). Ask good thinking questions!
Ask the following:
1 Compare/contrast Question
1 MCEOG Question
1 Sequence Question
1 Cause and Effect Question
2 “Thinking” Questions on your own
PASSAGE PICKER
Your job is to pick 4 passages that exhibit the following:
1 foreshadowing
1 frightening
1 sad/melancholy
1 intriguing
Write down the page and paragraph number of the passage, the first and last two words of
the passage, and the reason you chose this passage (make sure you explain why!). Then,
ask a question about your passage and give an answer. Finally, write down the author’s
purpose (to describe, to entertain, to inform, or to persuade).
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Envious
Chagrined
Sinew
Indignant
Concealed
Shrewdly
Mocking
Translate
p. 59 par. 1
p. 60 par. line 2
p. 62 line 5
p. 64 par. 3
p. 64 line 5
p. 66 par. 1
p. 67 line 7
p. 69 par. 4
SUMMARIZER
Your job is to summarize what has happened and discuss the major issues that you have
read to this point in the book.
The Sign of the Beaver
Section 5 p. 76-89
CHARACTER SKETCHER
Your job is to sketch one of the following characters: Matt or Attean
DISCUSSION DIRECTOR
Your job is to ask six questions, write the answers to your questions and identify the page
and paragraph where the questions are found (if possible). Ask good thinking questions!
Ask the following:
1 Problem/ Solution Question
1 Characterization Question
1 Mood Question
1 Cause and Effect Question
2 “Thinking” Questions on your own
PASSAGE PICKER
Your job is to pick 4 passages that exhibit the following:
1 figurative language
1 important
1 descriptive
1 historical
Write down the page and paragraph number of the passage, the first and last two words of
the passage, and the reason you chose this passage (make sure you explain why!). Then,
ask a question about your passage and give an answer. Finally, write down the author’s
purpose (to describe, to entertain, to inform, or to persuade).
EXAMPLE of Figurative Language
p. 76 par. 1
Thinking of his father…What could have kept his father so long?
I chose this passage because I like the use of the metaphor. I can see a picture of a snake
slithering in and out of his mind.
Question: What does Matt mean by “snake of worry”?
Answer: The snake is his thoughts. He can’t help but wonder where his father is and if
he is safe.
Purpose: describe
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Hideously
Entranced
Pungent
Ghastly
Medley
Garments
Gestures
Contortions
p. 76 par. 3
p. 77 par. 7
p. 78 par. 2
p. 78 par. 3
p. 78 par. 3
p. 78 par. 3
p. 80 par. 4
p. 81 par. 2
INVESTIGATOR
*Note to teacher: This job is not complete. It will take some preparation on your part.
You will need to pull sources that include the pertinent information for the students in
advance so they can answer the questions below.
Your job is to examine other sources (web, content texts, encyclopedias, etc.) to learn
about Indian celebrations. What are they like and what is the purpose of them?
Write a paragraph describing what a typical Indian celebration would look like (What do
they wear? Where do they have them? How do they decorate?), under what
circumstances they would occur, and what happens during the celebration (what do the
boys, girls, men, and women do)? Explain how an Indian celebration is alike and/or
different from a celebration you might have had in your life. Find three additional facts
about Indian celebrations that you find interesting to share with your group.
The Sign of the Beaver
Section 6 p. 90-105
CHARACTER SKETCHER
Your job is to sketch one of the following characters: Grandmother or Marie
DISCUSSION DIRECTOR
Your job is to ask six questions, write the answers to your questions and identify the page
and paragraph where the questions are found (if possible). Ask good thinking questions!
Ask the following:
1 Prediction Question
1 MCEOG
1 Mood Question
1 Cause and Effect
2 “Thinking” Questions on your own
EXAMPLE of MCEOG question
Why doesn’t Attean’s grandmother want Matt to be at her home?
a.
b.
c.
d.
she is not ready for visitors
she does not like the white man
Attean is not home
She does not care what happens to Attean’s dog
PASSAGE PICKER
Your job is to pick 4 passages that exhibit the following:
1 frightening
1 symbolism
1 descriptive
1 persuasive
Write down the page and paragraph number of the passage, the first and last two words of
the passage, and the reason you chose this passage (make sure you explain why!). Then,
ask a question about your passage and give an answer. Finally, write down the author’s
purpose (to describe, to entertain, to inform, or to persuade).
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Scarlet
Birches
Aspens
Trespasser
Menacing
p. 90 par. 1
p. 90 par. 1
p. 90 par. 1
p. 91 par. 2
p. 93 par. 1
Gaunt
Gloating
Disgraced
p. 94 par. 3
p. 100 par. 2
p. 105 line 3
CONNECTOR
Your job is to connect the book to yourself. Write a paragraph connecting the following
passage from the book to your life.
Page 102 paragraph 1
“…It was no accident, he knew, when an elbow jabbed suddenly into his right eye.
These boys were putting him to the test.”
The Sign of the Beaver
Section 7 p. 106-119
CHARACTER SKETCHER
Your job is to sketch the character not sketched in section five: Matt or Attean
EXAMPLE
Character Traits
1. traditional – page 107, paragraph 3 through paragraph 1 on page 108
Attean is traditional because he believes in and carries out the customs of
his Indian heritage. For example, he was going out alone into the woods
to find his manitou, or spirit. While in the wilderness, “he would sing the
songs that his grandfather had taught him, and repeat the ancient prayers
of his people.”
2. honest – page 109, paragraph 2 through line 1 on page 110
Attean is honest because he promised Matt he would return to see him
after finding his manitou, and he did.
3. understanding – page 115, paragraph 2-6
Attean is understanding when he tells Matt that he realizes why he is
choosing to stay behind, and that he would do the same thing if his father
were still alive.
Character Goal: Attean’s goal is to find his manitou.
Problem: Attean’s problem is that until he has his manitou he cannot “take his place as
one of the men of his family.”
Solution: He finds his manitou.
Sketch of Character:
DISCUSSION DIRECTOR
Your job is to ask six questions, write the answers to your questions and identify the page
and paragraph where the questions are found (if possible). Ask good thinking questions!
Ask the following:
1 Prediction Question
1 MCEOG Question
1 Compare/contrast Question
1 Sequence Question
2 “Thinking” Questions on your own
PASSAGE PICKER
Your job is to pick 4 passages that exhibit the following:
1 dialect
1 melancholy/sad
1 step by step
1 confusing
Write down the page and paragraph number of the passage, the first and last two words of
the passage, and the reason you chose this passage (make sure you explain why!). Then,
ask a question about your passage and give an answer. Finally, write down the author’s
purpose (to describe, to entertain, to inform, or to persuade).
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Anxiously
Dreaded
Persisted
Stubborn
Envied
Comradeship
Scarce
Reckoned
p. 109 par. 2
p. 109 par. 5
p. 111 par. 12
p. 113 par. 3
p. 113 par. 4
p. 114 line 1
p. 116 par. 1
p. 117 par. 6
ARTFUL ARTIST
Your job is to develop a creative way to respond to the events and the themes in the text.
You may choose to write a poem or song, create a three-dimensional representation, or
paint a picture.
The Sign of the Beaver
Section 8 p. 120-135
CHARACTER SKETCHER
Your job is to sketch one of the following characters: Ma, Pa, or Sarah
DISCUSSION DIRECTOR
Your job is to ask six questions, write the answers to your questions and identify the page
and paragraph where the questions are found (if possible). Ask good thinking questions!
Ask the following:
1 Theme/moral Question
1 MCEOG
1 Mood Question
1 Genre Question
2 “Thinking” Questions on your own
PASSAGE PICKER
Your job is to pick 4 passages that exhibit the following:
1 surprising
1 important
1 descriptive
1 entertaining
Write down the page and paragraph number of the passage, the first and last two words of
the passage, and the reason you chose this passage (make sure you explain why!). Then,
ask a question about your passage and give an answer. Finally, write down the author’s
purpose (to describe, to entertain, to inform, or to persuade).
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Meager
Caribou
Determined
Sparingly
Curiosity
Spunky
Contented
Floundering
p. 120 par. 2
p. 121 par. 2
p. 123 par. 2
p. 124 par. 2
p. 126 line 5
p. 126 line 6
p. 129 par. 1
p. 130 par. 4
EXAMPLE
1. spunky – page126, line 6
2. “She was spunky enough to try almost anything.”
3. brave; daring
4. adjective
5. Someone who is spunky is likely to skydive, swim with sharks, and pick on
someone who is twice their size.
6. word wizard card
INTERNET INVESTIGATOR
Your job is to go to www.milohistorical.org/history/beaver.htm and read “The Survival
Story” by Elizabeth George Speare.
After reading the selection, answer the following questions:
1. How does the author describe her book The Sign of the Beaver?
2. How did Elizabeth get the idea for this book?
3. What did she discover about the book, The History of Milo, that she found in the
library?
4. Read paragraphs 2 and 3. Write a paragraph comparing this story to The Sign of the
Beaver.
Closure Activity
1. Have students return to their groups with their drawings from the
launch activity.
2. Give each group a pack of sticky notes.
3. On the sticky notes, have them write the original story element clues
from their drawings and recreate the story board.
4. Upon completion of the clues, have students discuss their original
ideas and how they have changed after reading the story.
5. During discussion students should move sticky notes to the correct
story element and be able to justify their movement(s).
6. Using some of the remaining sticky notes, have individual group
members write other clues, add them underneath the correct story
element, and discuss their ideas with the group.
7. Have each group member recreate their new story board on a sheet of
paper.
8. Once the small groups have completed step 6, have each group
present their story board to the class.
Extension Activity
Students will create an “ABC Book.”
1. Assign each student a letter of the alphabet.
2. Have them think of a word that starts with that letter and depicts the book.
Example: A is for Attean
B is for beaver
C is for cabin
3. Give each student a sheet of construction paper to write the letter and word, draw an
illustration, and write a sentence that explains the use of the chosen word.
4. When all students have completed their page, assemble them into a class book.