Heather Earley
Reading 589
Spring 2009
th

Analyze data to see people and events in their historical context.

Develop a historical narrative and other presentations based on the investigation of historical information and facts.

Identify and analyze the causes and effects of movements of groups of people
West on the Oregon Trail.

Once people made the decision to move west, what were the sacrifices, hardships and challenges that they faced? For many people were these things worth the payoff of moving West?

How are the experiences of women and children different from the experiences of men while moving west?
:

Make inferences based on implicit and explicit information in the text; provide evidence from the text to support those inferences.

Discuss and analyze how characters in text deal with conflicts of human experience, relating to real life situations.

Include more than one form of writing in a single piece. Example: The diary of the pioneer can include dialogue, poetry, reflective writing etc.
1

LEARNING/TEACHING
ACTIVITIES
NCTE/IRA
Standards
Student
Performance
Indicators
Program Portfolio subcategory addressed)
Frameworks
Standards
Science
Frameworks
OR
Math
Frameworks
1. Pre-Test:
Individual Activity
Students will work independently to answer the following questions:
What was the Oregon Trail?
Once people made the decision to move west, what were the sacrifices, hardships and challenges that they faced? For many people were these things worth the payoff of moving West?
How are the experiences of women and children different from the experiences of men while moving west?
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes
.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
1.1 Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instruction.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
OR
Social Studies
Frameworks
1) Historical
Thinking Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
3) Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
11) Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in
Connecticut, the nation and the
2

world.
2.
Building Background
Knowledge: What was the
Oregon Trail?
Whole Group Activity with
Jigsaw
Objective: Students will develop background knowledge about key Oregon
Trail necessities.
Lesson: Class will work together to read the first several sections of If You
Traveled West In A Covered
Wagon . Class will read the introduction-What was a covered wagon?
Groups will work together determine 3-4 of the most important things that they learned in the readings.
When the groups are finished they will work with 1 person from each of the other groups to share what they decided upon as a group.
Class will discuss what they found to be the big ideas and what was similar and different between the all of the groups decisions
Materials: If You Traveled
West On A Covered Wagon , pencil, scratch paper to record ideas to share out.
1.Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes .
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
1.1 Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instruction.
2.1 Use instructional grouping options
(individual, smallgroup, whole-class, and computer based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds.
4.2 Use a large supply of books, technologybased information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
4.3 Model reading and writing enthusiastically as valued lifelong activities.
6.Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media
2) Local, United
States and World
History Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
9) Places and
Regions Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
11) Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in
Connecticut, the nation and the world.
3

techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
3.
Building Background
Knowledge: Motivations for moving
Whole Group Activity
Objective: Students will describe at least two motivating factors for people to move West.
Lesson: Teacher will read aloud pages 349-359 of The
United States Its History and
Neighbors textbook
Students will complete 2column notes for the pages read, in their Pioneer
Notebook. One column will be teacher created notes, other column will be for students to add their own notes, thinking, questions, connections.
Assessment: Rubric for notes
Materials: Pioneer Journal, pencil, The United States Its
History and Neighbors
1.Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
3.Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of
1.4 Demonstrate knowledge of the major components of reading
(phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
2.1 Use instructional grouping options
(individual, smallgroup, whole-class, and computer based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds
3.1 Use a wide range of
1) Historical
Thinking Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
2) Local, United
States and World
History Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
9) Places and
Regions Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of
4

textbook. other texts, their word identification strategies, and their understanding of textual features.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes . assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
4.3 Model reading and writing enthusiastically as valued lifelong activities.
places and world regions.
11) Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in
Connecticut, the nation and the world.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
4.
Building Background
Knowledge: What was life really like on the Oregon
Trail?
Small group/partner activity
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes .
Objective: Students will participate in a computer simulation of what life was like on the Oregon Trail, and respond to the choices they faced in journal format
Lesson: Pairs or small groups
(no more than 4) students will work together to complete the computer game “The Oregon
Trail, 5 th
edition” Students will be faced with the same
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of
2.1 Use instructional grouping options
(individual, smallgroup, whole-class, and computer based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners
1) Historical
Thinking Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
9) Places and
Regions Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of
5

decisions as the pioneers were to try and get their characters safely to Oregon Territory.
When students have completed the game, either by reaching their destination or by losing the game, they will write a reflection in their
Pioneer Journal about what they learned from the experience of the game.
Reflections should focus on what choices they had to make, and how challenging they felt the journey was. purposes.
8.Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
places and world regions.
11) Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in
Connecticut, the nation and the world.
Assessment: Reflection
Rubric
Materials: Pioneer Journal,
Pencil, Computer, “The
Oregon Trail, 5 th
edition” CD-
Rom.
5. Cyberlesson: Dandelions:
A Reminder of Home
Paired Activity
Objective: Students will use a variety of sources to explore what challenges and struggles a family faced emotionally and physically as they moved
West.
Lesson: Students will work with a partner to complete the
Cyberlesson on the book
Dandelions each student will be individually responsible for completing cyberlesson assignments and writing in their pioneer journal.
Assessment: Cyberlesson
1.Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
3.Students apply a wide range of strategies to comprehend,
1.1 Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instruction.
1.4 Demonstrate knowledge of the major components of reading
(phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
2.1 Use instructional grouping options
(individual, smallgroup, whole-class, and
1) Historical
Thinking Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
3) Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and
6

Rubric
Materials: Computer with internet access, Dandelions by
Eve Bunting, Pioneer Journal,
Pencil interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes .
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. computer based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
4.2 Use a large supply of books, technologybased information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
11) Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in
Connecticut, the nation and the world.
7

6.
Children’s Journeys West
Independent, pair, small group activity- Group make up will be based on need for differentiation and support, in completing assignment
Objective: Students will create a visual representation of what life for a typical pioneer child would be like
Lesson: Students will research using the book Children of the
Wild West They will have to read at least 2 of the 7 sections of the book on children’s frontier experiences. When they have read the sections they chose they will create a visual representation, either a picture, collage or some other non-linguistic representation of what life on the frontier was like for children. Several groups will be asked to represent Native American
Children, other groups will be given free choice.
Assessment: Children’s experience checklist- checklist will include key aspects of each topic that students will be reading and discussing to ensure students understood the key concepts and then applied them in their representations
Materials: Children of the
Wild West books, construction paper, markers, crayons, scissors, magazines, computer
1.Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
2.Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions
(e.g., philosophical, ethical, aesthetic) of human experience.
3.Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.
4. Students adjust their use of spoken, written, and visual
1.1 Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instruction.
1.4 Demonstrate knowledge of the major components of reading
(phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
2.1 Use instructional grouping options
(individual, smallgroup, whole-class, and computer based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
4.2 Use a large supply
1) Historical
Thinking Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
3) Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
11) Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in
Connecticut, the nation and the world.
8

for pictures. language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes . of books, technologybased information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
9.Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
11.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
7.
Research Project: Pre-
Research Phase
Independent, pair, small group activity- Group make up will be based on need for differentiation and support, in completing assignment
(groupings will remain consistent throughout the research project unless teacher deems it necessary to change groups)
Objective: Students will create a short narrative explaining what they would aspect of the Westward movement they would like to research further to develop
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes .
5.Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of
2.1 Use instructional grouping options
(individual, smallgroup, whole-class, and computer based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds.
3.1 Use a wide range of assessment tools and practices that range from individual and
1) Historical
Thinking Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
3) Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical
9

into a personal narrative
Lesson: Students will create a short project proposal outlining what they would like to research about the
Westward movement. Topics that they can chose from are:
Women’s experiences on the trail, children’s experiences on the trail,
Women/Children’s experiences on the frontier, reasons and motivations for moving West, struggles and hardships of the move.
Teacher will discuss each topic in a think a loud style discussion so students have an idea of what each topic covers prior to writing their proposals purposes.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems.
They gather, evaluate, and synthesize data from a variety of sources
(e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
Teacher will ensure that each topic is being covered by at least one group
Assessment: Teacher will review proposals to ensure that students have a clear understanding of what they will be researching for their project.
Materials: Paper and pencil to write out proposals
8.
Research Project:
Research Phase
Independent, pair, small group activity- Group make up will be based on need for differentiation and support, in completing assignment
(groupings will remain
1.Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to
1.1 Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instruction.
1.4 Demonstrate knowledge of the major
1) Historical
Thinking Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the
10

consistent throughout the research project unless teacher deems it necessary to change groups)
Objective: Students will use at least 2 print sources and 1 internet source to research their topic of choice on the
Westward Movement
Lesson: Groups will work in their Pioneer Journals to research their topic. Journal has specific pages to guide them through taking notes on print sources, and Internet sites.
Research phase will take about a week or so depending on the progress students are making, during that time the teacher will conference with all groups 3-4 times to monitor progress and discuss any issues that may arise.
Assessment: Research Rubric
Materials: This is a suggested starting point, especially with the websites.
Print Sources: Barnard, B.
Westward Ho!: The Story of the Pioneers (Landmark
Books)
Bial, R. Frontier Home
Erickson, P. Daily Life in a
Covered Wagon
Freedman, R. Children of the
Wild West
Freedman, R. Cowboys of the
Wild West
Greenwood, B. A Pioneer respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
2.Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions
(e.g., philosophical, ethical, aesthetic) of human experience.
3.Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes . components of reading
(phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
2.1 Use instructional grouping options
(individual, smallgroup, whole-class, and computer based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
5.Students employ a wide range of
4.1 Use students’ interests, reading concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
2) Local, United
States and World
History Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
3) Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
11) Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in
Connecticut, the nation and the world.
11

Sampler: The Daily Life of a
Pioneer Family in 1840
Hermes, P. Westward to
Home: Joshua’s Oregon Trail
Diary
Holmes, K. & Butler, A.M.
Covered Wagon Women,
Volume 1: Diaries and Letters from the Western Trails,
1840-1849
Holmes, K. & Butler, A.M.
Covered Wagon Women,
Volume 2: Diaries and Letters from the Western Trails,
1840-1849
Kramer, S.A. Wagon Train
(All Aboard Reading)
Levine, E., Freem, E. If You
Traveled West on A Covered
Wagon
Moss, M. Rachel's Journal:
The Story of a Pioneer Girl
Schlissell, L. Women’s
Diaries of the Westward
Journey
Trinklein, M.J. Fantastic
Facts about the Oregon Trail
Turner, A. Mississippi Mud
Walker, R.P. True Tales of the
Wild West
Woodruff, E. & Peck, B.
Dear Levi: Letters from the
Overland Trail
Websites: strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems.
They gather, evaluate, and synthesize data from a variety of sources
(e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
9.Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. abilities, and backgrounds as foundations for the reading and writing program.
4.2 Use a large supply of books, technologybased information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
Thinkquest Oregon Trail
Oregon Trail PBS
Oregon Trail Explorer Site
Map of the Trail and
Landmarks
Westward Expansion
The Westward Movement-
Looks at diverse groups of people
Yahoo Kids-Includes Songs
Westward Expansion: We move WEST
11.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12

Pioneers and Westward
Expansion
Westward Expansion
Timeline
9. Research Project: Project
Phase
Independent, pair, small group activity- Group make up will be based on need for differentiation and support, in completing assignment
(groupings will remain consistent throughout the research project unless teacher deems it necessary to change groups)
Objective: Students will synthesize the information gathered about the Westward
Movement into a project that portrays the personal experiences of individuals during the Westward movement.
Lesson: Students will take the information they gathered about their topic and create a project that expresses what the Westward movement or life on the frontier was like for the group of people they researched.
Students will be allowed to chose what type of presentation that they would like to do suggestions include:

Journal writing

Powerpoint presentation

Letters to/from several
1.Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
2.Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions
(e.g., philosophical, ethical, aesthetic) of human experience.
3.Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification
1.1 Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instruction.
1.4 Demonstrate knowledge of the major components of reading
(phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
2.1 Use instructional grouping options
(individual, smallgroup, whole-class, and computer based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from
1) Historical
Thinking Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
2) Local, United
States and World
History Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
3) Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
4) Applying History
Students will recognize the continuing importance of historical thinking and
13

 different people
Newspaper written at the time

Posters/other artistic representations of the experiences

Play

Poetry

Any other reasonable and feasible project students can decide upon
Students will have to present their projects to the class as the final piece of the research project, so groups that chose not to do a project that could be read to the class will be encouraged to write up a small presentation
Assessment: Project Rubric
Materials: Will vary based on projects that students decide to do. Computer, paper, markers, crayons etc would seem likely supplies. strategies, and their understanding of textual features.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes . different cultural and linguistic backgrounds.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
5.Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems.
They gather, evaluate, and synthesize data from a variety of sources
(e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
4.1 Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.
4.2 Use a large supply of books, technologybased information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
historical knowledge in their own lives and in the world in which they live.
11) Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in
Connecticut, the nation and the world.
9.Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic
14

groups, geographic regions, and social roles.
10.
Research Project:
Presentation Phase
Independent, pair, small group activity- Group make up will be based on need for differentiation and support, in completing assignment
(groupings will remain consistent throughout the research project unless teacher deems it necessary to change groups)
11.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes .
Objective: Students will present the research and projects they have completed on the Westward movement topic of their choice
9.Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Lesson: Groups will present their projects to the class.
Class will give constructive feedback, and ask questions to the groups about what they learned, and how they came up with their ideas for their projects
11.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
1.4 Demonstrate knowledge of the major components of reading
(phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
2.1 Use instructional grouping options
(individual, smallgroup, whole-class, and computer based) as appropriate for accomplishing given purposes.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
4) Applying History
Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
Assessment: Presentation
Rubric
4.1 Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.
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11. Wrap Up Activity
Whole Group Activity
Objective: Students will review and discuss what they have learned through the presentations
5.Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
Lesson: After all of the presentations are completed the students will have a chance to discuss and share what they have learned through all that they have seen and heard.
Each student will be given 3 post it notes, on one they will write one thing they found really interesting, on one they will write one thing they still have questions about and on the final post it they will write one comment about the unit.
11.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities
4.1 Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.
On the board there will be places for students to put each of their post-its. When the class has all posted the teacher or students will pull off post its and read them to the class for a discussion on what was written.
Assessment: This will work well as a review before the post test and for the teacher to informally assess what the students really got out of the unit.
Materials: Post it notes (3 per student), Pencil
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12.
Post-Test
Individual Activity
Students will answer the following questions to show if they improved their understanding of the
Westward movement and how the personal experiences of that really changed the perspective of the trail.
What was the Oregon Trail?
Once people made the decision to move west, what were the sacrifices, hardships and challenges that they faced? For many people were these things worth the payoff of moving West?
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes .
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
How are the experiences of women and children different from the experiences of men while moving west?
1.1 Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instruction.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
1) Historical
Thinking Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
3) Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
11) Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in
Connecticut, the nation and the world.
TOOLS AND RESOURCES:
Annotated Children’s Books:
* * All of these books would be used during the research project students will be completing. Students would be guided to specific books based on the topic they were researching by the teacher if students were having difficulty gathering information on their chosen topic. These books can also be used during the research project as whole group or small group instruction as needed to help students better
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understand the historical context which they are researching.
Moss, M. (1998).
Rachel’s Journal The Story of a Pioneer Girl.
Orlando, Fl.
Harcourt Inc.
Rachel’s Journey The Story of a Pioneer Girl is part of the Young American Voices series of books. This book is written as a journal of Rachel, a ten year old girl who is traveling West with her family from their home in Illinois to California. Rachel is given the task of writing a journal and sending letters back home to her Grandparents, because her parents are busy driving the two wagons, and her brothers need to tend to the livestock they have brought along with them. The journal includes pictures and notes of what Rachel is seeing along with her own personal opinions and feelings of what she is experiencing along the trip, including her feelings and insights into her brothers fondness of another girl Prudence who is traveling with the wagon train. This book is a valuable asset in any unit on the Westward movement as it is written in journal form, so it makes an easy read for the students, the pictures, maps, and other insights along the edges of the journal make it an engaging and fascinating read. This book is probably best used as an independent or small group reading as reading it in a whole group setting would not allow students to fully explore the text.
Greenwood, B. (1994). A Pioneer Sampler The Daily Life of a Pioneer Family in 1840.
Boston, Mass. Houghton Mifflin Company.
This book is a wonderful hybrid of fiction and non-fiction that gives students a realistic picture of what life for a pioneer family would really be like. The book follows the Robertson family that lives in a nondescript frontier home. Each section of the book begins with a story about the Robertson’s and what they are facing and experiencing at that particular time of the year. The section of the book that follows the story is a nonfiction section that explicitly teaches and shows what life on the frontier would be like in relation to what the story was telling about. An example is there is a story about Pa bringing home baby animals in the spring. The following section shows a diagram of the barn where the animals would live, and descriptions of how the animals were fed, and kept safe. This is a wonderful resource book for small groups. I would not use this as a read aloud, but would direct students to specific chapters of the book as they try and create their descriptions of pioneer life. Although this book does not directly relate to moving West, it is important for students to understand what families faced when they did finally reach their destinations.
Kramer, S. (1997). Wagon Train, An All About Reading Book.
New York, NY.
Grosset & Dunlap.
This story is wonderful for small group instruction. I would use it for lower level groups as the vocabulary is defined within the text, and the information is presented in a
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very clear and concise way. Although at first glance this appears to be a story but it is in fact a non-fiction book that presents the information to students in a non-threatening and interesting format. The book focuses on how pioneers travel to California, including the hardships and challenges they face along with some of the major landmarks and landforms that they would pass along the way. The very end of the book explain what happened that caused the wagon trains to stop traveling and what is left of the trail now.
Erickson, P. (1994). Daily Life in a Covered Wagon.
New York, NY. Puffin Books.
Daily Life in a Covered Wagon is a non-fiction book that has many color pictures and diagrams that gives students an in-depth look at what life was like in a covered wagon.
The book includes a description of the trail, what needed to be done before leaving, and the wagon. There are sections on Native American tribes, landmarks of the trail, forts along the way, and the harsh realities of sickness and death. Although it is a non-fiction book the reader is introduced to the Larkin family who is moving west in 1853, throughout the book there are excerpts from the Larkin’s diaries, so the reader can still get a personal feel from a non-fiction text. This book can be read cover to cover by the reader or the reader could easily pick it up and read only the sections that they need for their research. The readability level of it is appropriate for most fifth grade students to read it with little or no assistance.
Trinklein, M.J. (1995). Fantastic Facts about the Oregon Trail.
Cedarburg, WI.
Trinklein Publishing.
This book is one that students especially the boys in the class will really enjoy.
Fantastic Facts about the Oregon Trail contains all kinds of odd-ball information that students would not learn in any other book they may be reading. There are sections on
Pioneer hygiene, rush hour on the trail, mystery of the empty graves, and other events and happenings on the trail. Students may not learn a whole lot from this book that will help them in completing their research, but they are bound to be interested in some of the odder things that happened along the trail. Depending on their topics of research students may find some points that will help them, like the fact that Native American tribes who regularly bathed found the smell of the pioneers repulsive as they did not bathe on the trail at all. The sections in this book are short, and easy for students to read and enjoy independently.
http://www.isu.edu/~trinmich/Oregontrail.html
http://www.42explore2.com/oregon.htm
http://www.historyglobe.com/ot/otmap1.htm
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http://doe.sd.gov/octa/ddn4learning/themeunits/west/ss.htm
http://www.socialstudiesforkids.com/subjects/westwardmovement.htm
http://kids.yahoo.com/directory/Around-the-World/Countries/United-
States/History/Westward-Movement http://www.cybrary.org/westward.htm
http://www.kidinfo.com/American_History/Pioneers.html
http://www.sparknotes.com/history/american/westwardexpansion/timeline.html
http://library.thinkquest.org/CR0210182/
The assessment of students in this unit will be based mostly on rubrics. There will be formal and informal assessments also. Formal assessments will be the rubrics and the checklist that will be used for the Children of the Wild West assignment. Informal assessments will be the pre-and post test, as those are really being used to gauge the students understanding of the larger ideas and topics being covered in the unit. Other informal assessments will take place through teacher observation and notes. If the teacher is seeing that there are students who are really struggling to understand the topic and with their research, the teacher will easily be able to step in and help determine the cause of the issues. Depending on what the teacher is seeing exit tickets and questions that students have to answer about the topic being discussed that day can be used as an informal assessment to see what students are really understanding or struggling with.
Rubrics will be used for the two column notes, Oregon Trail reflection, the research phase, project and presentation phases of their projects. The rubrics and checklist for the non-linguistic representation assignment are attached at the end of the unit.
(Record the names, websites of those who contributed to the development of this learning activity
Andrea Ferreira- 5 th grade teacher Silver Lane Elementary School East Hartford,
CT- Grade level partner who was always available to talk through unit and lesson ideas, and activities so that the unit that was created was one that both of us are comfortable teaching next year and think will best benefit our students learning needs.
(What are the ah-ha’s/experiences you had in developing this unit. How might it
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connect to your own teaching to enhance student learning?)
When I have taught the Westward movement previously I have used the textbook referenced, the book “If you Traveled West on a Covered Wagon” and the computer game Oregon Trail to help my students understand and see what life was like during the
1800’s as people moved across this country. Occasionally, the students would use the internet to research questions or topics that they were interested in to report out to the class. I always knew that there had to be a more interactive and creative way to teach this unit, but never had the time to sit and really think it through. As a grade level we have been working to push our students to use higher level thinking with all of the assignments we give them, and the way we were teaching the unit was not challenging enough.
This project gave me the opportunity to really sit and think about the most realistic but also creative way to teach this unit. I feel what I have created is realistic for my classroom, this is something that I could teach my students and they would be able to successfully complete while learning a great deal more about the Westward movement than they would have previously. I like the idea of basing this unit on personal experiences and having the students chose what they would like to research on their own.
Through the presentation piece the students will learn a lot about the topics they did not research.
Previously when I have taught the Westward movement I have struggled as my students could not put themselves in the shoes of people who gave up everything they knew and loved to try a new life on the frontier. I really wanted them to understand what it meant when people made the decision to move west, and that for many people this meant saying goodbye to everything and everyone they had known their entire lives forever. I decided to look at the personal experiences of the Westward movement to try and help my students better understand why this is such an important part of history.
There are some really wonderful internet resources that I have found, and there is a wealth of literature available for students to read that will allow them to really understand what life on the Oregon Trail and on the frontier was like. I was really shocked to find how many varying levels of books I was able to find. This was a challenge in my classroom, as many of the resources I had on hand already were challenging for many of the students in my room. As I created this unit I came upon many books that taught the same information in a text that was at a lower level so all of my students could be successful with it. I have already purchased some of the books, so that my students this year will be able to use them prior to me implementing this new unit next year.
The creation of this unit really allowed for me to look in depth at one unit that I teach each year, and learn more about it, and research and look into parts of it that interested me. This will absolutely allow for me to be a better teacher when I teach this unit again, as I now have a much larger pool of resources to look at and draw from, when helping my students research and discuss what interests them on the topic of Westward movement.
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4 3
Cyberlesson Rubric
2 1
Before Reading
Activity
List of what is being taken includes 6 items, and a reason for taking each item in the written response
List of what is being taken List of what is being taken includes 6 items, and a includes fewer than 6 or more general reason for why all of the items would be taken in the written response than 6 items. The reason for taking the items is general.
List of what is being taken is fewer than or more than 6 items. No reason for why these things were chosen is given.
During Reading
Activity
Timeline includes 4 major stops along the trail, as detailed on
Timeline includes 4 major Timeline includes 2 major stops Timeline includes 1 major stop along the stops along the trail, as detailed on the Website, along the trail. Includes at least trail. May include misinformation or
1 specific detail about 2 stops incorrect details beyond the basic information the Website, AND the details from the text about the
AND the details from the text about the families journey. At least 1 families journey. At least 1 detail about each stop beyond the basic information specific detail about 3 stops beyond the basic information
After Reading
Activity
Journal entry accurately reflects
Journal entry accurately reflects how you think
Journal entry reflects how you think Mama would have how you think Mama Mama would have reacted would have reacted to to her surprise. Response reacted. General details or no consideration to the 3 items are her surprise. includes specific details to included
Journal does not reflect a reaction appropriate to what was read in the story, or it is not written from Mama’s perspective
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Response includes specific details to the asked to consider
3 items you were asked to consider
2 of the items you were
Beyond Reading Notes page reflects
Activity_ Web
Site Review review of all 4 websites, and multiple components of each website.
Decision statement is based on experiences gained from the cyberlesson, and includes specific
Notes page reflects review Notes page reflects a review of of all 4 websites, and the basic information from all 4
Notes page reflects the review of some of the websites. multiple components of each website.
Decision statement is based on experiences gained from the cyberlesson, and includes specific details supporting the decision from each sources.
Decision statement is based on general information gained from the cyberlesson, some specific but more general details are given.
Decision statement is very general, and could have been written without any work being completed on the cyberlesson. details supporting the source decision from each source
No statement was made about what you would change on your original list. Or no reason was given as to why you would not change what you had planned to bring.
Beyond Reading Review was
Activity- What completed of your to bring review original list, specific details were given as to what you would change about your original list of what to bring
Review was completed of your original list, general details were given as to what you would change about your original list of what to bring
A statement was made about what you would change from your list, not real reasons were given
2- Column Notes Rubric
To be used with Building Background Knowledge: Motivations for moving
With 2-column notes, the first column is filled in by the teacher with notes that they feel are important for the students to have, the second column is for the students to fill in what they think is important to know and to fill in the test of the teachers notes.
4
The column that you filled in on the notes is very well organized, what you wrote matches up to what the teacher wrote exactly so you can easily understand how the two columns match up and how all your information connects
3
The column that you filled in on the notes side is organized. What you wrote matches up closely to what the teacher wrote so you can see pretty easily how the two columns match up and how all your information connects
2
The column that you filled in on the notes side is scattered. What you wrote does not match up with what the teacher wrote 3 or more times, and it is hard for you or anyone else looking at your notes to see how all the information connects.
1
No notes were taken on your side of the paper.
OR
Your information is not organized at all and is all over the place. There is no connection between what you wrote and what is on the teacher’s side of the notes.
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Notes taken by you were of high quality meaning they connected to the topic and to what had already been provided to you. What you wrote was important and helped you better understand the topic
All details given were specific and connected to the most important parts of the topic
Notes taken by you were connected to the topic and what had been provided to you 80% of the time. What you wrote was important and helped you to better understand the topic.
80% of the details given were specific and connected to the most important parts of the topic
Notes taken by you were connected to the topic and what had been provided to you 70% of the time. Some of the things that you wrote did not connect to the teachers notes or to the important parts of the topic
70% of the details given were specific and connected to the most important parts of the topic
No notes were taken on your side of the paper.
OR
What you wrote did not connect to the topic being studied at all, and what you wrote does not help you to better understand the topic
No notes were taken on your side of the paper.
OR
Details were general and did not connect to the most important parts of the topic
Score: __________/12 Goal is 10/12
Oregon Trail Game Reflection
Reflection connects to the game with at least 5 specific details and examples from the game
Reflection connects to the game with 3-4 specific details and examples from the game
Reflection connects to the game with 2 specific details and examples from the game
Reflection is thoughtful and shows what learning and insights you
Reflection is thoughtful and shows what learning and insights you
Reflection is more general and gives 1 specific example from
Reflection connects to the game with 1 specific detail and example from the game
OR
Examples given were general and did not come from the game directly
Reflection is all general examples and/or does not talk about what
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gained about life on the trail from playing the game with at least 4 specific connections to the game and your learning
Writing is clear and free from grammatical errors.
Reflection is organized into at least 3 paragraphs that focus on different parts of the game gained about life on the trail from playing the game with
2-3 specific connections to the game and your learning
Writing is clear and has 2-3 grammatical errors
Reflection is organized into at least 2 paragraphs that focus on different parts of the game the playing of the game that connects to what you learned about life on the trail.
Writing is hard to understand at points, 4-5 grammatical errors
Reflection is 1 paragraph but the paragraph is organized.
Score_______/12 Goal is 10/12
Notes for each resource were on a separate page, each page was clearly marked with the name of the print resource or the internet address that your notes came from.
Notes were focused on your area of research and provided enough detail for you to easily use the notes to create
Notes for each resource were on a separate page, each page was clearly marked with the name of the print resource or the internet address that your notes came from.
Notes were focused on your area of research
80-90% of the time, there was enough detail in your notes to help
Notes from each resource were started with the name or internet address of where the information came from. Notes were not on separate pieces of paper
Notes were focused on your area of research
70-79% of the time, there was some specific details in your you learned from playing the game about life on the trail.
Writing is very hard to understand, there is no organization to the reflection more than 6 grammatical errors.
Notes from all resources are all together, there is no way to tell where each piece of information came from. The titles of print resources and internet resources are missing or incomplete
Notes were focused on your area of research less than 70% of the time. The notes that you have are not complete
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your project
Your research came from at least
4 print resources and at least 4 internet resources
Class time was used effectively to complete your research. No reminders to stay on task needed to be given you create your project
Your research came from at least
3 print resources and at least 3 internet resources
Class time was used effectively to complete your research. 1-2 reminders to stay on task needed to be given notes, but you may have to return to your research materials to get more information before beginning your project
Your research came from at least
2 print resources and at least 2 internet resources
Class time could have been used better to complete your research. 3-5 reminders to stay on task needed to be given and you MUST go back and finish then before you can begin your project.
Your research came from 1 print resource and 1 internet resource
Class time was not used well, more than 5 reminders needed to be given to stay on task.
Research needed to be completed outside of class due to lack of focus.
Score:_______/ 16 Goal 14/16
Your project represents the topic you researched in a complete and thoughtful manner. All aspects of your research are demonstrated in some way in your final project
Within your final representation of
Your project represents the topic you researched in a thoughtful manner. Most of the aspects of your topic and research are demonstrated or shown in some way in your final project
Within your final representation of
Your project represents the topic you researched in a general way.
The topic is covered in your project but the project does not demonstrate or show most of your research
Within your final representation of
Your project is not connected to your theme in any visible way.
The research you did is in no way represented in your final project
Within your final representation of
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your research there are at least
5 specific details that connect your topic and research to the project
Class time was used effectively to complete your project. No reminders to stay on task needed to be given your research there are 3-4 specific details that connect your topic and research to the project
Class time was used effectively to complete your project. 1-2 reminders to stay on task needed to be given your research there are 1-2 specific details that connect your topic and research to the project
Class time could have been used better to complete your project. 3-5 reminders to stay on task needed to be given
Score__________/12 Goal: 10/12
You are completely prepared and has obviously rehearsed.
You spoke clearly all of the time, so that the whole class could understand you
You seem pretty prepared but might have needed a couple more rehearsals.
You spoke clearly 90% of the time, so that the whole class could understand you
You are somewhat prepared, but it is clear that rehearsal was lacking.
You spoke clearly 80% of the time, most of the class could understand you
You do not seem at all prepared to present.
You spoke clearly less than 80% of the time, the majority of the class had a hard time understanding your research there are no specific details that connect your topic and research to the project, the details that are shown are general or not connected
Class time was not used well, more than 5 reminders needed to be given to stay on task. Project needed to be completed outside of class due to lack of focus.
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Project was completely done and ready to present.
Project was neat and organized
You were very knowledgeable about your topic and could easily answer questions posed by classmates without having to look back at your notes
Project was
95% done and was mostly ready to present. What was done of the project was neat and organized
You were knowledgeable about your topic, but needed to look back at your notes to answer
1-2 questions posed by your classmates
Project was 85-
90% completed.
What you did present could still have used some work to be ready to present
You knew a few things about your topic, but needed to look back at your notes to answer
3-4 questions posed by your classmates what you were saying
Project was not even close to being completed
OR
Project was not neat or organized in any sort of way
You did not seem to know much about your topic and had to refer to your notes for all questions asked, and still struggled to answer questions posed by classmates
Score: ______/16 Goal: 13/16
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