ESL Lesson Plan Template V1.0

ESL Literature Connections to Other Disciplines

Teacher: Allyson Fenner Submission Date: 11-13-03 Book Title: Ox-Cart Man Publisher: Scholastic Author of the Book: Hall, Donald ISBN: 0-590- 42242-1 Grade / Age Appropriate: 2-6 Brief Summary of the Text: Text describes family life through the seasons of the year. An excellent example for teaching economics as the entire family works to make items to sell so that they can purchase what they need.

Potential ESL Draft Standards Addressed LEP students will develop the English language listening, speaking, reading and writing skills required to achieve academically and to communicate in socially and culturally appropriate ways. Domain: Listening Standard: 1.2 Identify main ideas and supporting details of spoken English

Domain: Speaking Standard: 2.2 Speak using appropriate grammar and vocabulary Domain: Reading Standard: 3.1 Demonstrate reading strategies 3.2 Identify meaning of written vocabulary 3.3 Read with comprehension 3.4 Read for varied purposes Domain: Writing Standard: 4.1 Write using appropriate conventions and grammar 4.3 Write following the writing process 4.4 Write using a range of vocabulary, sentence structures and verb tenses

Potential Ohio Content Standards Connections Include Discipline(s), Benchmark Title, Grade Cluster. Language Arts K-2 Benchmark: Communication: oral and visual A. Use active listening strategies to identify the main idea and to gain information from the presentations. E. Deliver a variety of presentations that include relevant information and a clear sense of purpose.

Language Arts K-3 Benchmark: Acquisition of Vocabulary F. Read accurately high frequency sight words.

Available at http://cybersummit.org/resources/esl Ox-Cart Man 1 D. Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.

Language Arts 4-7 (Reading) Benchmark: Reading Process: Concepts of Print, Comprehension Strategies and Self Monitoring Strategies A. Determine a purpose for reading and use a range of reading comprehension strategies to better understand text. C. Make meaning through asking and responding to a variety of questions related to text.

Social Studies K-2 Benchmark: Economics B. Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. C. Explain ways that people may obtain goods and services.

Social Studies 3-5 Benchmark: Economics B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services.

Skills and Processes As they specifically apply to this lesson  Analyze: items made by family- reason for making, uses for item  Compare/Contrast: Items sold in story to items in stores of today. Compare/Contrast: city and country  Compare/Contrast: yesterday to today. How have things changed?  Observe: How items are made, how families work together  Describe: Process of making item ex.(knitting mittens)  Examine: Process of making and selling products at market  Explain: Reason for certain products in certain seasons ex.(sheep sheared in Spring); tools needed for making items (knife, needles)  Identify: the animal oxen  Sort: product and how to make it / products grown and those made by hand  Summarize: What was learned about making certain items

High Frequency Vocabulary  Season words: Spring, Summer, Fall, Winter  Months: October, April, March, May

Content / Text Specific Vocabulary  Nouns: item words  Verbs: repetitive words- packed, sold, bought, sawed, carved

Available at http://cybersummit.org/resources/esl Ox-Cart Man 2  Fabrics: linen, wool, flax, shawl  Wood: birch broom, planks, shingles, spinning wheel, harness, yoke  Food: potatoes, apples, honey, turnips, cabbages, maple sugar

Prior to the Lesson: Notations as Needed (items to teach this lesson - pictures, magnifying glass, reference texts, video, etc.) Pictures of products made Actual tools- yarn, knitting needles, straw broom, candle Tools by Ann Morris, Hampton-Brown Books, 1992 Bag of peppermint candies to share as treat. Stick with bag or kettle for Play-Acting Introduction to the Book: (if needed) Describe setting in New England a long time ago. Talk about differences of today and then. Ask if students or their parents have ever made any of these products (things). Talk about products they have made. Tell students this is a story about a family that makes goods to sell at the market. Some of the goods are produced as a family. Some specialized goods are produced by only one family member.

Lessons: (by page, concept, theme, etc.) Teacher reads entire story with expression. Teacher rereads story, questioning students if they know what the products are. Discuss as rereading.

P 1-2 Discuss Fall season and Father getting ready to load his Ox-cart.

P 3-4 Wool comes from what natural resource? What can we make from wool? What season is April? Identify the capital goods (equipment to make other products) such as loom, spinning wheel and knitting needles.

P 5-6 Continue discussion of making goods from natural resources. (shingles from trees, candles from wax, linen from flax, brooms from wood)

P 7-8 Ask children to count the various natural resources: cabbages, potatoes, apples, turnips, geese, and chickens. Explain what decisions Father was making as he separated the potatoes into three different piles. What would influence his decisions?

P 9-10 Students can act out these pages as they are saying good bye to Father. What would you say? Locate in the pictures the various geographic features mentioned in the text.

P 11-12 From the country to the Seaside city of Portsmouth, how are they different? How are they the same? Observe the picture closely. Identify places that made Portsmouth “Market” an appropriate name. (such as selling meat, bread, fruit, unloading at the

Available at http://cybersummit.org/resources/esl Ox-Cart Man 3 docks)

P 13-14 Explain how Father is selling the goods/products that his family has made. Why is he selling these things? Identify the products listed in the text to actual locations in the picture. Describe different “customers” from the picture and the good(s) they are buying.

P 15-16 Discuss the picture. Father has sold everything including all the containers and the cart. Predict why Father would sell everything. How would he feel?

P 17-18 Ask students if they have ever liked an animal in the way that Father does his Ox. Explain their reactions to the animal.

P 19-20 Using the picture, discuss the goods in this store as compared to the products in stores today such as the sausages are usually sold in packets rather than hanging form the rafters.

P 21-22 Play-acting, students pretend they are the Father coming home with his kettle over his shoulder. What would they bring home from the market – then and now?

P 23-24 Continue play-acting. What geographic features would Father see on his way home? Predict how the family would they feel when they saw him? What would they say?

P 25-26 Repetition of tool words. Identify the purpose for the various tools. (needle for stitching, knife for whittling, kettle for cooking)

P 27-30 During the winter each of the family members “specialized” in producing a good. Who produced each good? What are the advantages or disadvantages of specializing in one good? Winter season activities: embroidery, carving brooms and yoke, candle making, sawing planks, splitting shingles

P 31-37 Describe how the spring season is a “family time.” Identify the March activities: boiling maple sugar from sap, shearing sheep, weaving and knitting, planting vegetables, gathering geese feathers Count items in pictures

Make a product (candle, knitting)

Special Notations: As Appropriate or Needed  Play-Acting- Students act out using dialog 1.)Father leaving for Market 2.) Father returning home with kettle. Students write dialog.

Can make candles or knit

Available at http://cybersummit.org/resources/esl Ox-Cart Man 4 Can have a pancake treat with maple syrup. Discuss how this would or would not align with the family.

Assessment: Specific Details Required What students will know and be able to do to verify their understanding. Summarize what students have learned about family life in New England in that period of time in both written form and orally. Complete a list of natural resources and its their final products. Draw a picture of activities typical to the seasons in their native country.

Add your handouts after the following page break.

Support Handouts: (Charts, Graphic Organizers, etc., as needed)

Natural Resources are used to make goods or products. Complete the chart with examples from the Ox Cart Man.

Natural Resource (found in nature) Goods or Product (made by humans) wool shawl

Available at http://cybersummit.org/resources/esl Ox-Cart Man 5